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Course  of 
Study 
for  the 


District  Schools 

of 

Michigan 


Eleventh  Edition 
1914 


By  the  State 

Superintendent 

of 

Public 

Instruction 


COURSE  OF  STUDY 


AND 


MANUAL  OF  METHODS 


FOR   THE 


DISTRICT  SCHOOLS 


OF 


MICHIGAN 


REVISED  AND  PUBLISHED  BY 


FRED  L.  KEELER 

STATE  SUPERINTENDENT  OF  PUBLIC  INSTRUCTION 


ELEVENTH  EDITION 


LANSING,   MICHIGAN 
WYNKOOP    HALLENBECK    CRAWFORD    CO..    STATE    PRINTER? 

1914 


"RELIGION,  MORALITY  AND  KNOWLEDGE  BEING  NECESSARY  TO  GOOD 
GOVERNMENT  AND  THE  HAPPINESS  OF  MANKIND,  SCHOOLS  AND  THE 
MEANS  OF  EDUCATION  SHALL  FOREVER  BE  ENCOURAGED."— Ordinance 
of  1787. 


WORK  THAT  ENDURES 

If  we  work  upon  marble,  it  will  perish;  if  we  work 
upon  brass,  time  will  efface  it;  if  we  rear  temples, 
they  will  crumble  into  dust;  but  if  we  work  upon 
immortal  minds,  if  we  imbue  them  with  principles, 
with  the  just  fear  of  God  and  love  of  our  fellow 
men,  we  engrave  on  those  tablets  something 
which  will  brighten  to  all  eternity. 

DANIEL  WEBSTER. 


>34 


THE  STAR  SPANGLED  BANNER 


It  is  not  a  painted  rag;  it  is  a  whole  national  history. — Beecher. 

The  St.  Nicholas  flag  will  suggest  many  interesting  exercises.  If  possible  a  large 
flag  should  be  procured;  at  least  place  the  outlines  of  one  upon  the  blackboard, 
coloring  while  studying. 

With  primary  pupils  give  a  few  leading  facts  connected  with  the  history  of  the 
colony  represented  by  the  first  stripe  and,  when  they  can  state  them,  color  the 
stripe  with  crayon;  then  take  the  second,  continuing  until  pupils  can  give  the 
facts  of  all  the  colonies  represented  by  the  stripes. 

A  flag  might  also  be  made  upon  heavy  cardboard  or  pasteboard  and  the  stripes 
cut  out.  Then  have  a  flag-building  exercise,  letting  each  pupil  take  a  stripe,  tell 
what  he  can  concerning  the  colony,  and  place  it  in  its  proper  order.  Whatever 
method  is  used,  study  the  work  in  connection  with  a  United  States  map. 

Use  also  pictures,  history  stories,  patriotic  poems  and  songs.  Many  incidents, 
catch-words,  and  associated  facts  will  help  pupils  to  remember  the  order  of  the 
"star-states."  For  example,  Vermont,  the  first  "star  state;"  Kentucky  and  Ten- 
nessee the  "neighbor  states." 

Take  next  the  six  "see-saw"  states,  first  a  northern,  then  a  southern.  Explain 
the  jealousy  of  the  North  and  South,  how  they  were  like  selfish  children,  each 
afraid  the  other  would  get  the  advantage.  Associate  with  Maine,  the  "Pine  Tree 
State,"  the  thought  of  lumber  for  the  many  buildings  necessary  in  the  growing 
country;  with  Missouri,  the  slavery  question  and  Missouri  Compromise;  with 
Michigan,  the  "home  state"  idea;  with  California,  the  "Golden  State,"  the  dis- 
covery of  gold  and  consequent  excitement,  contrasting  with  the  Klondike  of  to- 
day; with  Kansas,  its  central  location,  giving  an  idea  of  the  vastness  of  our 
country. 

Finally,  let  every  lesson  teach  that  for  which  the  flag  stands.  Emphasize  the 
growth  or  rather  the  growing  together,  of  the  colonies  and  territories  up  to  the 
present  complete  union.     Then  teach  our  "E  pluribus  unum"  and  its  significance. 

'Tis  the  star-spangled  banner!    Oh,  long  may  it  wave 
O'er  the  land  of  the  free  and  the  home  of  the  brave! 

Francis  Scott  Key. 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

Microsoft  Corporation 


http://www.archive.org/details/courseofstudymanOOmichrich 


PREFACE 


Compiler's  section  22  of  the  general  school  laws  of  1913  provides  that  the 
Superintendent  of  Public  Instruction  shall  prepare  and  have  printed  a  course  of 
study  for  the  district  schools  of  the  state,  except  city  school  districts,  which 
shall  be  pursued  in  all  district  schools  in  the  state. 

This  is  the  eleventh  edition  of  the  Course  of  Study.  The  work  in  penmanship, 
physiology,  history,  geography,  music  and  bookkeeping  has  been  revised.  Recog- 
nizing the  value  of  play  in  education,  it  has  been  deemed  advisable  to  include 
suggestions  along  this  line.  The  changes  made  are,  we  believe,  along  the  line 
of  the  natural  evolution  in  education.  The  present  organization  must  be  im- 
proved and  better  conditions  as  to  buildings  and  equipment  must  be  provided  in 
order  that  the  most  effective  work  can  be  done. 

The  tendency  in  teaching  is  away  from  complete  dependence  on  the  text. 
More  and  more  we  must  come  to  the  truth,  that  books  alone  can  never  educate. 
The  personality  of  the  teacher  is  the  big  factor. 


«^£L^  /^*SfcL^L<^ 


Superintendent  of  Public  Instruction. 


CONTENTS 


Page 

Agriculture,  eighth  grade 87 

Agriculture,  outline 81 

Agriculture,  suggestions  to  teachers  12 

Alternation 59,68 

Appendix 13,79 

Arithmetic — 

Eighth  grade 75 

Fifth  grade 55 

First  grade 26 

Fourth  grade 49 

Second  grade 35 

Seventh  grade 68 

Sixth  grade 63 

Third  grade 40 

Arithmetic,  suggestions  to  teachers  11 

Bookkeeping 84 

Casts,  list  of 19S 

Civics,  elementary 77 

Correlation 51 

Course  of  study,  outline 15 

Current  events 77 

Drawing,  outline  for 142 

Drawing,  suggestions  to  teacher.. .  12 
Elementary     agriculture,     eighth 

grade 72 

Elementary  agriculture,  outlined..  81 
Elementary    agriculture,     sugges- 
tions to  teachers 12 

Flag,  St.  Nicholas 4 

Games 13,163 

Geography — 

Comparative  home  geography .  .  105 

Fifth  grade 58 

Fourth  grade 50 

Globe  study 107 

Maps  and  mapping 103 

Method 101 

Michigan 120 

Physical 112 

Purpose 101 

Regional 108,117 

Seventh  grade 70 

Sixth  grade 64 

Third  grade.. 42 

Geography,  outline  for — 

Continental  study 115 

Observational  study 101 

Physical  geography 112 

Geography,  suggestions  to  teachers  11,101 
Grammar — 

Eighth  grade 75 

Seventh  grade 67 


Page 
History — 

Michigan 119 

United  States, 

Eighth  grade 76 

Seventh  grade 70 

History  stories 71 

History,  suggestions  to  teachers.. .  12 

Humane  education 13 

Hygiene  of  the  body 131 

Introduction 9 

Language — 

Fifth  grade 52 

First  grade 23 

Fourth  grade 46 

Second  grade 32 

Sixth  grade 60 

Third  grade . .  . 37 

Language,  suggestions  to  teachers.  10 

Libraries,  traveling 199 

Library  list,  teachers' 199 

Library,  suggestions  to  teachers. . .  13 

Map  showing  population 200 

Memory  gems 191 

Morals  and  manners 161 

Music 122 

Music,  suggestions  to  teachers. ...  13 
Nature     study,      suggestions     to 

teachers 81 

Orthography,  eighth  grade 72 

Penmanship  exercises 96 

Penmanship,        suggestions        to 

teachers 10,95 

Physiology  and  hygiene,  seventh 

grade 65 

Physiology  and  hygiene,  suggestive 

method  of  teaching 126 

Pictures,  list  of 196 

Pictures  loaned  by  State  Library. .  199 

Poems — 

Eighth  grade 72 

Fifth  grade 53 

First  grade 24 

Fourth  grade 47 

Second  grade 33 

Seventh  grade 65 

Sixth  grade 61 

Third  grade 38 

Preface 5 

Reading — 

Eighth  grade 72 

Fifth  grade : 51 


^ 


I      :  CONTENTS 


Reading — Continued. 

First  grade 

Fourth  grade 

Second  grade 

Seventh  grade 

Sixth  grade 

Third  grade 

School  library,  The 
Schoolroom  decoration . 
Sense  training  exercises . 

First  grade 

Spelling — 

Eighth  grade 

Fifth  grade 

First  grade 

Fourth  grade 

Second  grade 


Page 

17 
45 
31 
65 
59 
36 
13 
196 
152 
26 


72 
51 
21 
45 
31 


Spelling — Continued.  Page 

Seventh  grade 67 

Sixth  grade 59 

Third  grade 36 

Star  Spangled  Banner 4 

Stories,  suggested — 

Fifth  grade 53 

First  grade 24 

Fourth  grade 46 

Second  grade 33 

Sixth  grade 60 

Third  grade 37 

Suggestions  to  teachers 9 

Visualization 151 

Writing  exercises 96 

Writing,  suggestions  to  teachers. . .  10,23 
32,37,45,52,60,65,72,95 


INTRODUCTION 


SUGGESTIONS   TO   TEACHERS 

Fundamentals:   loyalty,  thoroughness,  accuracy,  speed. 

Make  and  keep  in  a  book  provided  for  that  purpose  an  outline  of  what  you 
expect  to  accomplish  in  each  of  your  classes  during  each  day.  Specify  the  sub- 
ject to  be  studied;  the  ground  to  be  gone  over;  devices  you  will  use;  points  and 
topics  you  desire  to  emphasize;  any  habits  that  you  desire  to  form  or  reform; 
what  you  will  do,  and  how,  and  why.  All  lessons  should  be  definitely  planned 
for  to-morrow's  work  and  written  in  your  plan  book.  Do  not  write  in  your  plan 
book  during  school  hours.  Keep  this  book  in  the  schoolroom  ready  for  your 
own  use  and  for  inspection  by  the  superintendent  or  commissioner. 

Carefully  correct  and  supervise  all  written  work  done  in  your  school.  So  much 
is  absolutely  imperative.  This  will,  however,  be  of  no  avail  unless  the  pupil  in 
some  way  corrects  his  own  errors.  This  may  be  done  by  re-writing,  perhaps  in 
some  other  way. 

Have  exercises  at  least  three  times  a  week  in  sight  reading  of  suitable  selec- 
tions not  previously  studied  by  the  pupils. 

In  all  recitations,  call  upon  dull,  slow  pupils  more  often  than  upon  the  bright, 
quick  pupils. 

Insist  upon  absolute,  prompt,  and  unquestioning  obedience.  Do  not  "baby"  the 
pupils.  Do  not  notice  slight  injuries  nor  small  griefs.  Teach  pupils  to  be  self- 
reliant  and  self-helpful.  Insist  that  all  such  work  as  passing  paper,  pencils, 
books,  collecting  and  arranging,  etc.,  shall  be  quickly  done  by  the  pupils  and  not 
by  the  teacher. 

Insist  that  all  pupils  shall  speak  distinctly  and  loudly  enough  to  be  heard,  and, 
more  important,  that  the  speech  shall  be  articulate.  On  the  other  hand,  the 
teacher  should  speak  in  a  low,  pleasant,  distinct  voice.  Pupils  are  often  en- 
couraged in  indistinct  speech  by  standing  too  near  the  teacher  during  a  recita- 
tion. Let  every  teacher  guard  against  talking  too  much.  The  talking  teacher  is 
always  an  unskillful  teacher.  There  should  be  the  minimum  amount  of  talk 
on  the  part  of  the  teacher  and  the  maximum  on  the  part  of  the  pupil.  Your 
work  is  effective  if  you  talk  little  and  your  pupils  talk  freely. 

Insist  upon  quickness  of  movement  on  the  part  of  all  the  pupils  at  all  times. 
Physical  quickness  and  alertness  tend  to  produce  mental  quickness  and  alertness. 
Insist  upon  activity.  Do  not  allow  loafing  and  dawdling  about  anything.  Every- 
thing must  be  done  with  a  snap  and  vigor  that  savors  of  military  discipline. 
Make  things  move. 

Cultivate  in  your  pupils,  whether  in  speaking,  reading,  or  singing,  high  pitched, 
soft  voices. 

During  the  rest  period  have  the  pupils  play  games  which  call  for  physical 
activity  and  which  will  engage  as  many  pupils  as  possible.  Ordinary  calisthenics 
are  of  doubtful  value. 

Take  up  all  the  time  of  the  recitation  period  in  recitation,  not  in  getting  ready, 
nor  in  telling  stories,  nor  anything  that  detracts  from  the  subject  in  hand.  For 
example,  the  time  for  reading  recitation  ought  to  be  spent  mainly  in  reading. 
Plan  things  so  that  your  moves  will  count.  Your  hours  of  work  are  few.  They 
ought  to  be  intense  in  their  earnestness.  Teachers  often  unintentionally  fool 
away  a  great  deal  of  time. 

Be  definite  in  the  assignment  of  lessons.  Tell  the  pupils  what  to  do  and  how 
to  do  it.    Young  pupils  cannot  plan  for  themselves. 

All  geography  and  history  work  should  be  taught  topically.     The  pupil  should 

2 


10  INTRODUCTION 

be  required  to  recite  from  topics  without  question,  suggestion,  or  correction  from 
anyone  until  his  recitation  is  finished.  Teach  pupils  to  talk  connectedly  on  a 
topic  for  several  minutes  without  interruption. 

It  is  especially  true  in  the  first  four  grades  that  the  teacher  is  the  only  source 
of  inspiration.  All  the  pupil  gets  he  gets  in  the  recitation.  Attention  is  secured 
only  through  interest.  The  child's  mental  habits  are  formed  almost  entirely  in 
the  primary  school,  hence  the  importance  at  this  stage  of  careful  and  skillful 
teaching. 

Insist  on  intelligent,  ready,  dramatic,  pleasant  reading.  Do  not  allow  for  any 
reason,  or  at  any  time,  hesitation  or  monotonous  word-calling  and  have  it  pass 
for  reading.  See  to  it  that  when  lessons  have  been  assigned  no  pupil  attempts 
to  read  a  sentence  until  he  is  master  of  its  meaning  and  every  word  in  it.  He 
then  should   read  promptly,  intelligently  and  fluently. 

As  a  rule  teachers  should  not  sit  during  recitation  periods.  The  teacher  who 
sits  during  a  recitation  is  not  likely  to  be  either  interested  or  interesting.  Stand 
in  front  of  your  class. 

Each  teacher  should  have  a  Course  of  Study  and  become  familiar  with  it. 

Cultivate  in  pupils  a  regard  for  school  and  public  property.  Care  of  schoolroom 
and  tidiness  of  person  make  for  this  end. 

Teachers  of  whatever  grade  should  assist  in  maintaining  a  spirit  of  unity, 
loyalty,  and  service  among  the  members  of  the  profession. 


WRITING 

This  Manual  attempts  to  place  upon  writing  the  emphasis  which  the  subject 
deserves.  The  teaching  force  of  the  state  is  at  present  deficient  in  the  teaching 
of  writing.  The  teacher  herself  must  master  the  subject  before  she  attempts  to 
teach  it.  This  is  by  no  means  an  unreasonable  requirement.  An  hour  a  day 
for  twelve  weeks  spent  in  earnest  study  and  diligent  practice  will  give  any 
teacher  the  ability  to  teach  writing  almost  with  expertness.  The  outlines  given 
in  this  Manual  are  the  result  of  successful  experience.  They  will  be  found 
workable  in  all  details  if  faithfully  followed.  . 


LANGUAGE 

We  desire  above  all  things  to  emphasize  the  usefulness  and  desirability  of 
oral  training  and  to  discourage  the  excessive  amount  of  written  work  on  the 
part  of  pupils.  Young  children  should  not  be  allowed  to  do  any  written  work 
in  language.  The  ability  of  a  person,  young  or  old,  to  stand  upon  his  feet  and 
in  the  presence  of  his  fellows  state  clearly  what  he  thinks  or  knows  or  feels,  is 
of  the  greatest  value  to  the  individual.  This  kind  of  ability  is  too  often  repressed 
or  undeveloped  by  the  excessive  amount  of  written  work. 

The  person  who  can  state  clearly  what  he  thinks  or  feels  or  knows,  and  can 
then  write  correctly  what  he  has  said,  has  had  the  best  training  in  English. 
The  ability  to  write  pre-supposes  very  little  technical  knowledge  aside  from  the 
ability  to  form  the  letters  and  spell  the  words.  One  must  know  only  the  simplest 
rules  of  capitalization  and  punctuation.  These  can  be  taught  in  a  very  few  brief 
lessons,  while  the  ability  to  speak  in  public  grows  with  the  performance  of  the 
act  of  speaking  in  public.  If  the  pupil  has  a  topic  on  which  he  is  to  recite  or 
speak,  train  him  to  tell  all  that  he  knows  about  this  topic  without  question, 
prompting,  suggestion,  or  criticism.  After  this  oral  work  is  completed  brief 
questions  or  suggestions  may  be  used  to  bring  out  any  important  thing  that  has 
been  omitted. 

The  criticism  of  errors  in  speech  is  of  doubtful  value.  One  forms  his  habits 
of  speech  long  before  he  comes  to  school.  A  mere  direction  on  the  part  of  the 
teacher  to  the  pupil  to  use  another  form  will  not  change  a  bad  habit.  If  one 
is  habituated  to  an  error  it  will  never  he  effectively  corrected  until  he  does  it 
himself  from  his  own  inner  consciousness.  Everyone  who  has  an  unfortunate 
habit  of  speech  will  testify  to  this  in  his  own  case.  Constant  nagging  of  children 
and  constant  correction  of  errors  rather  interferes  with  a  free  development  of 
ideas  or  with  fluency  of  speech.  Train  pupils  for  fluency  and  hope  for  correct- 
ness at  some  future  time. 


INTRODUCTION  11 

In  all  grades,  the  work  will  consist  of  story-telling;  memorizing  poems;  narra- 
tives and  descriptions  based  on  nature  study,  investigations,  geography,  history, 
and  picture  study;  and  drills  on  correct  forms.  The  work  should  be  progressive 
with  each  year. 

There  should  be  no  attempt  to  teach  technical  grammar,  one  of  the  hardest 
subjects  in  the  school  curriculum,  below  the  seventh  grade.  The  so-called 
language  books  are  of  doubtful  utility  except  as  they  may  suggest  to  the  teacher. 

The  value  of  a  teacher  may  be  estimated  by  the  fluency  of  speech  which  she 
secures  from  her  pupils.  This  ought  to  be  in  inverse  ratio  to  the  amount  of 
talking  done  by  herself.    A  talking  teacher  is  ineffective. 


ARITHMETIC 

In  arithmetic,  young  children  should  not  be  taught  to  work  with  pencil  and 
paper.  All  operations  should  be  mental  and  oral.  We  have  in  times  past  compelled 
pupils  to  study  written  arithmetic  for  eight  years  with  a  knowledge  of  the  fact 
that  they  did  not  know  very  much  about  it  after  they  got  through.  One  great  cause 
of  this  failure  in  the  teaching  of  arithmetic  has  been  too  much  written  work. 
Pupils  ought  to  be  drilled  in  the  fundamental  operations  until  they  possess  a 
degree  of  skill  that  will  make  operations  automatic.  Oral  work  in  arithmetic  is 
most  important;  written  work,  except  to  pupils  of  maturer  age,  least  important. 
It  is  very  easy  to  assign  written  work.  Pupils  are  occupied;  the  room  is  still; 
written  work  is  much  more  pleasant  for  the  teacher,  but  it  is  of  doubtful  utility 
in  creating  and  promoting  facility,  alertness,  accuracy.  Young  children  have 
reasoning  powers  imperfectly  developed.  Written  arithmetic  should  not  come 
until  the  reasoning  powers  of  the  child  begin  to  develop  and  he  becomes  mentally 
able  to  solve  problems.  All  the  work  of  an  ordinary  written  arithmetic,  a  book 
containing  approximately  two  hundred  pages,  ought  certainly  to  be  completed  in 
two  years. 

The  arithmetic  work  in  the  first  four  grades  should  all  be  oral.  There  should  be 
absolutely  no  written  work.  The  processes  should  all  be  taught  and  then  fol- 
lowed by  rapid  drills.  The  drill  work  should  be  both  upon  abstract  and  con- 
crete examples,  devoting  most  of  the  time  to  the  former.  The  concrete  prob- 
lems should  involve  the  processes  which  have  been  taught  and  should  relate  to 
real  conditions  as  far  as  possible,  such  as  purchases  for  the  home  and  actual 
business  life.  A  textbook  may  be  used  by  the  teacher  but  not  by  the  pupil.  All 
work  must  be  done  in  class  recitation.     There  should  be  no  seat  work  in  numbers. 


GEOGRAPHY 

Outline  prepared  by   Prof.   R.   D.   Calkins  of  the  Central   Michigan   Normal    School. 

It  is  not  the  purpose  of  this  course  to  minimize  the  importance  of  the  textbook 
of  geography  in  the  rural  school.  The  text  ought  and  must  form  the  basis  for 
the  work,  although  it  is  most  earnestly  recommended  that  every  teacher  learn 
how  to  supplement  the  text  wisely  with  geographical  readers,  magazine  articles, 
newspaper  clippings,  pictures,  field  trips,  excursions,  etc.  The  suggestions  in 
this  course  have  in  mind  certain  needed  reforms  in  geography  teaching  and  the 
needs  and  difficulties  of  the  average  teacher  using  the  average  text,  rather  than 
to  give  a  basis  for  the  work  that  shall  be  independent  of  the  text. 

The  study  of  geography  with  daily  recitations  is  to  begin  in  the  third  grade  where 
one  whole  year  should  be  devoted  to  out-of-door  and  home  geography.  No  book  is  to  be 
used,  the  work  covering  for  the  home  region  those  topics  usually  covered  under  the 
so-called  home  or  introductory  geography  of  the  average  text,  the  difference  in  the 
work  being  that,  in  the  one  case,  it  is  based  upon  observation  and  experience,  while 
in  the  other  it  is  usually  the  committing  to  memory  of  the  more  or  less  meaning- 
less text. 

Most  schools  will  be  using  a  two-book  sorics  of  text.  It  is  planned  that  the  first 
of  these  books  will  be  taken  up  in  the  fourth  grade,  the  use  of  the  text  sometimes 
preceding  and  sometimes  following  the  class  work  on  a  given  topic,  according  as 
the  best  judgment  of  the  teacher  dictates.  This  book  should  lie  completed  by  the 
close  of  the  fifth  grade.    The  regional  geography  in  the  fourth  and  fifth  grades  is 


12  INTRODUCTION 

to  cover  the  chief  geographic  regions  of  the  earth.  Many  pupils  drop  out  of  school 
in  the  fifth  or  sixth  grade.  It  is  very  important  that  they  know  something  of  the 
various  regions  of  the  earth  before  they  leave  school. 

The  second,  or  advanced  text,  should  be  begun  in  the  sixth  grade  and  continued 
through  the  seventh  and  eighth  grades.  The  work  in  these  grades  is  to  be  more 
intensive  in  character  and  to  bring  out  those  various  geographic  relations  which 
constitute  the  soul  of  modern  geography. 


HISTORY 

History  can  be  assimilated  only  through  the  imagination,  hence  this  faculty 
should  be  assisted  by  a  proper  use  of  historical  fiction,  maps,  pictures,  etc.  Biog- 
raphy is  one  of  the  most  valuable  adjuncts  to  the  teaching  of  the  subject.  Pupils 
should  be  made  to  see  that  our  present  social  and  political  conditions  are  but  the 
outgrowth  of  previous  conditions.  The  study  of  civics  should  be  closely  correlated 
with  the  work  in  United  States  history.  As  much  attention  as  possible  should  be 
paid  to  local  history  and  the  history  of  the  State.  Perhaps  the  condition  that  most 
seriously  interferes  with  the  successful  teaching  of  the  subject  is  lack  of  time. 
Under  the  present  system  of  one-room  schools,  the  most  that  can  be  done  to  over- 
come this  is  through  combining  classes  or  a  plan  of  alternation.  Under  all  condi- 
tions the  teacher  is  by  far  the  most  important  factor  in  good  history  teaching. 

(See   Bulletin    No.    6,    Suggestions   for  Teaching   History.) 


ELEMENTARY  AGRICULTURE 

(See  Appendix.) 

The  plan  of  work  is  given  in  the  Appendix.  The  purpose  of  the  nature  study  in 
the  elementary  grades  is  to  lead  the  child  to  observe  his  environments  and  to  lead 
him  to  know  and  to  love  the  nature  with  which  he  is  surrounded.  Nature  study 
confined  to  books  is  doomed  to  failure,  but  as  every  natural  object  cannot  be 
studied,  it  must  be  left  to  the  teacher  to  select  those  things  which  may  be  of 
special  local  interest  or  those  subjects  from  which  one  can  secure  the  best  esthetic 
culture.  The  practical  must  always  be  considered  in  any  course  of  nature  study 
and  such  a  course  if  properly  selected  and  presented  will  prepare  the  child  for 
more  specific  studies  in  agriculture  proper  as  he  reaches  the  later  grades.  This 
work  must  not  interfere  with  the  regular  course  of  study  covering  the  common 
branches.  All  subjects  like  nature  study,  manual  training,  etc.,  must  be  made 
subsidiary  to  that  work.  Agriculture  is  to  be  given  during  one-half  year  of  the 
eighth  grade.  A  textbook  is  to  be  in  the  hands  of  the  pupils.  The  work  to  be  of 
value  must  be  practical. 

DRAWING 

Because  many  fail  to  appreciate  how  drawing  enriches  many  of  the  activities  of 
life  there  is  a  tendency  to  ignore  it.  Its  practical  value  along  the  line  of  manual 
training  should  be  emphasized.  Accurate  handwork  such  as  constructive  work  in 
drawing,  has  a  high  educative  value  for  pupils.  It  prepares  pupils  for  manual 
training  and  other  work  in  schools  of  higher  grades.  It  calls  for  originality. 
perseverance,  self  control  and  motor  activity.  It  can  be  used  with  great  benefit 
to  the  pupil  in  the  study  of  physiology,  nature  study,  geography,  in  fact  nearly  all 
school  work.  Teachers  should  use  the  drawing  suggested  herein  both  in  the  inter- 
est  of  the  pupil  and  in   their  own  interest,  as  a  time  saver. 

The  exercises  arc  suggestive.  They  teach  the  pupil  how  to  get  certain  effects. 
This  knowledge  can  and  should  be  used  by  the  pupil  for  self  expression.  His 
drawing,  like  his  language,  should  be  the  spontaneous  Illustration  of  what  he  has 
in    mind      Encourage  pupils  in   "making  pictures." 

In  schools  having  bui   one  teacher  drawing  may  be  alternated  with  music. 


INTRODUCTION  13 

MUSIC 

The  work  in  music,  as  given  in  the  Appendix,  is  suggestive  and  is  given  in  the 
hope  that  teachers  will  not  do  less  in  any  school  than  is  outlined  and  that  many 
will  be  able  to  do  much  more  by  enlarging  along  the  lines  given.  In  music  and 
in  drawing  have  constantly  in  mind  that  the  main  purpose  is  to  develop  artistic 
sense, 

APPENDIX 

Only  such  subjects  as  are  to  be  taken  up  by  individual  grades  are  named  under 
those  grades.  Suggestions  for  all  other  work,  including  drawing,  nature  study 
and  agriculture,  penmanship,  music,  physiology  and  sense  training  are  given  in  the 
Appendix.  Such  work  can  be  given  to  the  school  as  a  whole  or  to  several  grades 
as  one  class.  An  extensive  outline  of  work  for  sense  training  is  given.  This  will 
be  found  of  value  to  the  teacher  in  all  of  the  elementary  grades.  Work  in  physi- 
ology must  be   given  in  order  to  comply  with  the  law. 


THE   SCHOOL   LIBRARY 

"As  a  man  thinketh,  so  he  is."  As  a  pupil  reads,  so  he  thinks.  Reading,  then, 
is  a  powerful  factor  in  character-building.  The  selection  of  school  library  books 
is  therefore  one  of  the  teacher's  greatest  responsibilities.  He  should  know  the 
character  of  every  book  in  the  school  library,  and  should  request  the  removal  of 
such  as  are  morally  depressing. 

The  Teachers'  Reference  Library  only  is  published  in  the  Course  of  Study. 

Act  323  of  1913  provides  as  follows:  With  the  cooperation  of  the  state  libra- 
rian, he  (the  Superintendent  of  Public  Instruction)  shall  prepare,  at  least  once  in 
every  two  years,  and  furnish  copies  of  such  lists  to  each  township  and  school 
officer  entrusted  with  the  care  and  custody  of  their  respective  libraries,  except 
city  school  libraries,  and  high  school  libraries,  from  which  lists  the  said  school 
officers  shall  select  and  purchase  books  for  their  respective  libraries.  In  accord- 
ance with  this  act  the  list  has  been  prepared  and  all  books  purchased  for  the  libra- 
ries designated  must  be  selected  from  the  list. 


HUMANE   EDUCATION 

Act  227  of  1913  provides  as  follows:  For  the  purpose  of  lessening 
crime  and  raising  the  standard  of  good  citizenship,  and  inculcating  the 
spirit  of  humanity,  such  humane  education  shall  be  given  in  the  public  schools 
as  shall  include  the  kind  and  just  treatment  of  horses,  dogs,  cats,  birds,  and  all 
other  animals.  In  every  public  school  within  this  state,  a  portion  of  the  time  shall 
be  devoted  to  teaching  the  pupils  thereof  kindness  and  justice  to,  and  humane 
treatment  and  protection  of  animals  and  birds,  and  the  important  part  they  fulfill 
in  the  economy  of  nature.  It  shall  be  optional  with  each  teacher  whether  such 
teaching  shall  be  through  humane  reading,  stories,  narratives  of  daily  incidents  or 
illustrations  taken  from  personal  experience.  Tliis  instruction  shall  be  a  part  of 
the  curriculum  of  study  in  all  the  public  schools  of  the  state  of  Michigan.  The. 
principal  or  teacher  of  every  school  shall  certify  in  fiis  or  her  reports  that  such 
instruction  has  been  given  in  the  school  under  his  or  her  control. 


GAMES 

Repeated  experiments  have  shown  that  children  in  primary  grades,  devoting 
only  half  of  the  usual  time  to  the  usual  school  subjects,  and  the  balance  of  the 
school  day  to  play,  slightly  outstrip  in  examinations  on  school  subjects  children 
of  the  same  age,  grade,  and  inherited  tendencies,  who  are  held  during  the  entire 
school  period  to  fixed  lessons  in  the  schoolroom. 

The   instinct  for  play  is  one  of  the  most   fundamental   instincts  of  childhood. 


14  INTRODUCTION 

"Infancy  is  for  play"  says  Professor  Groos,  and  play  forms  the  entire  education  of 
young  wild  animals.  Modern  pedagogy  recognizes  the  fact  that  play  is  one  of  the 
most  natural  mediums  through  which  mental,  moral  and  physical  habits  become 
fixed  in  children. 

The  few  games,  singing  games,  and  simple  folk  dances  found  in  this  outline, 
are,  for  the  most  part,  based  upon  old  race  activities  which  played  a  vital  part  in 
the  struggle  for  survival  of  the  ancestors  of  all  nations.  The  nervous  system  of 
the  individual  child  is  tuned  to  receive  a  maximum  of  benefit  from  engaging  in 
these  race  activities.  Froebel,  John  Dewey,  G.  Stanley  Hall,  and  others  have 
pointed  out  this  vital  nature  of  play  in  the  normal  mental  development  of  chil- 
dren. 

Nearly  every  large  city  in  the  country  is  spending  tens  of  thousands  of  dollars 
for  playgrounds,  playground  equipment,  and  play  leaders.  Rural  schools  are  the 
most  fortunate  of  all  schools  in  the  possession  of  "a  place  to  play."  The  noon 
period  and  the  two  recess  periods  afford  time  for  play.  But  rural  children  as  a 
rule  know  fewer  good  games  than  city  children.  Too  much  of  this  valuable  time 
is  mis-spent  in  purposeless  pranks  and  loafing  about  the  schoolhouse  and  outhouses. 
Rural  districts  also  need  games  for  evening  social  gatherings.  The  children  must 
have  play  leaders  and  the  Department  of  Public  Instruction  asks  each  teacher  of 
a  Michigan  district  school  to  teach  the  games  described  in  this  Course  of  Study 
as  conscientiously  as  any  other  school  work.  The  teacher  will  get  a  direct  reward 
in  the  increased  friendliness  and  orderliness  of  the  pupils. 

For  descriptions  of  the  games  and  detailed  directions,  see  Appendix. 


INTRODUCTION 


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COURSE  OF  STUDY 


FIRST  GRADE 

Reading — Chart,  first  reader    and  supple- 
mentary reading. 
Spelling — From  reader. 
Sense  Training — Leading  to  arithmetic 

and  language. 
Writing — See  Appendix. 
Language — Oral . 

Textbook — Reader 


READING 

Purpose. — To  gather  thought  from   the  printed  page. 

All  reading  consists  in  forming  ideas  and  thoughts  occasioned  hy  the  printed  or 
written  words;  and  the  work  divides  naturally  into  primary  intermediate  and  ad- 
vanced reading.  The  plan  of  teaching  includes,  first,  preparation  of  the  pupil  by 
the  use  of  language  lessons,  talks  about  familiar  objects,  etc.;  second,  much  prac- 
tice in  reading  requiring  the  formation  of  correct  concepts  by  the  use  of  language. 
An  essential  to  good  reading  is  a  clear  understanding  of  what  is  read. 

PREPARATORY 

Before  beginning  in  this  subject,  some  time,  possibly  a  week  or  two,  should  be 
devoted  to  developing  the  perceptive  faculties  of  pupils.  Many  children  upon  enter- 
ing school  have  little  notion  of  any  formal  way  of  doing  things.  They  now  enter 
upon  a  new  field,  and  it  is  the  teacher's  duty  to  acquaint  the  beginners  with  their 
own  abilities. 

When  the  child  enters  school,  he  has  from,  four  hundred  to  one  thousand  words 
as  his  spoken  vocabulary.  These  words  he  knows  by  sound,  but  the  time  has  now 
come  when  the  eye  should  be  trained  so  that  certain  marks  with  chalk  or  ink  shall 
present  to  his  mind  the  same  concepts  presented  by  the  known  sounds.  In  the  first 
years  of  school  every  effort  of  the  teacher  should  have  in  constant  view  the  educa- 
tion of  the  eye,  the  ear,  the  hand.  To  this  end  the  following  exercises  are  sug- 
gested : 

For  the  Eye — 

1.  Call  attention  to  some  object  or  picture  in  the  room  and  allow  each  pupil  to 
tell  what  he  sees.  The  following  objects  will  furnish  material  for  many  lessons: 
flowers,  fruit,  clock,  table,  doll,  desk,  stove,  silver  dollar,  etc. 

2.  Call  attention  to  direction,  distance,  location,  color,  form,  size,  and  weight, 
leaving  the  pupil  to  form  his  own  conclusions. 

For  the  Ear — 

1.  Call  upon  the  class  to  listen  to  the  ticking  of  the  (dock. 

2.  Make  very  light  strokes  upon  the  desk  and  see  who  can  detect  the  sound. 


18  STATE   MANUAL   AND  COURSE  OF  STUDY 

3.  Procure  several  different  kinds  of  metal  and  wood;  attach  a  string  to  them, 
hang  them  upon  pegs,  and  with  a  piece  of  dry  wood  tap  them,  letting  the  pupils 
detect  the  different  kinds  of  wood  or  metal. 

4.  Give  short  sentences  for  the  pupils  to  repeat. 

5.  Give  directions  as  to  movement:  right  hand  up,  left  hand  up;  turning  face 
to  the  left,  face  to  the  right;   marching  forward,  backward;  etc. 

For  the  Hand — ■ 

Handling  objects  to  determine  texture,  temperature,  and  whether  they  are  rough 
or  smooth,  hard  or  soft,  rigid  or  flexible.  This  might  be  followed  by  the  use  of 
building-blocks,  paper-folding,  clay-modeling,  etc. 

Suggestion. — In  connection  with  this  work,  the  teacher  should  note  very  care- 
fully and  systematically  each  pupil's  peculiarities  or  weaknesses.  Note  dullness 
of  hearing  or  seeing,  etc.  Seat  pupils  in  class  and  in  the  room  with  reference  to 
this.  Be  sure  that  pupils  with  defective  hearing  always  hear  what  you  say,  and 
that  those  with  defective  sight  see  the  work  upon  the  blackboards.  Test  by  ask- 
ing them  to  repeat  what  you  say  or  to  tell  what  you  have  before  them.  Many  a 
bright  pupil  has  been  called  "dull"  because  he  could  not  hear  or  see  all  that  was 
given  by  the  teacher. 

Correlation. — Let  the  new  words  in  reading  be  used  in  the  language  work,  in 
spelling,  and  in  conversation.  This  repetition  of  words  deepens  their  impression 
and  they  are  thus  more  thoroughly  memorized.  The  teacher  should  give  constant 
attention  to  words  which  are  new  to  pupils,  and  as  far  as  possible  persuade  the 
pupils  to  use  such  words  in  their  own  conversation  thus  building  up  a  vocabulary. 

CLASS   WORK 

When  the  child  is  free  from  the  embarrassment  of  new  surroundings,  he  should 
be  taught  words  and  the  following  plan  is  suggested: 

Suppose  you  wish  to  teach  the  expression  "an  orange."  Take  an  orange  to 
school,  or  better,  one  for  each  pupil  in  the  class,  keeping  them  out  of  sight  of  the 
pupils.  Place  very  carefully  upon  the  blackboard  a  number  of  different  words 
among  which  in  several  places  is  the  word  or  expression  "an  orange."  You  are 
now  ready  to  call  the  class  and  teach  the  word.  Excite  the  curiosity  of  pupils  to 
know  what  you  have  for  them.  Let  them  see  the  shape  of  the  objects  through  the 
sack,  feel  them,  and  smell  them.  The  more  mysterious  you  can  be  about  this  and 
the  more  interest  you  can  excite,  the  better.  When  the  pupils  have  guessed  what 
you  have,  let  them  handle  the  oranges  and  talk  about  them.  When  their  attention 
has  reached  the  highest  point,  tell  them  that  you  have  an  orange  upon  the  board, 
at  the  same  time  pointing  it  out  to  them. 

Now  start  the  "hunting"  game  for  the  other  oranges.  They  will,  if  you  have 
made  this  lesson  impressive,  find  every  one.  When  this  is  done,  excuse  the  class 
at  once,  but  do  not  let  the  lesson  slip  from  their  minds.  Call  their  attention  re- 
peatedly to  this  word  or  expression,  asking  them  to  tell  you  what  it  is  and  to  go 
to  the  board  and  point  each  one  out.  The  word  should  also  be  carefully  written 
or  printed  upon  a  card  for  each  pupil.  These  cards  might  be  mixed  with  other 
cards  of  the  same  size  which  contain  other  words  quite  dissimilar  in  appearance 
and  the  pupils  play  the  "game"  of  finding  the  oranges.  If  you  have  never  put 
printed  cards  into  the  hands  of  your  pupils  to  be  used  in  some  manner  similar  to 
the  above  you  have  missed  a  great  help  in  teaching  beginners.  Let  all  such  work, 
whether  written  or  printed,  be  as  nearly  perfect  as  you  can  make  it.  Each  word 
should,  until  the  child  has  become  very  familiar  with  it,  look  always  the  same. 
With  poor  writing  or  spelling  the  pupils  will  make  slow  progress. 

While  the  pupils  have  the  oranges  in  their  hands  it  is  a  good  plan  to  get  a  state- 
ment from  them  regarding  the  orange.  When  you  have  secured  some  statement 
like  this,  "I  have  an  orange"  or  "Mary  has  an  orange,"  tell  the  pupils  you  will  let 
the  chalk  say  that  and  place  it  upon  the  blackboard,  saying  aloud  as  you  write, 
"I  have"  "an  orange."  Then  have  the  pupils  read  it,  grouping  as  indicated  above. 
Let  them  point  out  the  groups  as  they  read.  Each  new  name-word  taught  can  be 
substituted  for  "an  orange"  and  so  make  a  sentence  each  day.  Teach  in  this  man- 
ner two  or  three  common  name-words  with  the  articles  prefixed,  as  an  apple,  an 
orange,  a  boy,  a  cat,  the  dog,  pronouncing  the  expression  as  if  it  were  a  word  of 


FIRST  GRADE  19 

two  syllables  like  about.  Next  add  several  adjectives,  as,  a  black  dog,  a  white  cat, 
etc.  When  the  above  words  are  learned  thoroughly,  a  few  sentences  should  be  taught, 
as,  I  see,  we  see,  you  see.  It  is  a  good  plan  and  gives  vitality  to  such  work  as  this 
last  to  let  the  pupils  mention  something  that  they  actually  do  see  and  you  add 
that  to  the  expression,  only  the  essential  thing  in  beginning  reading  is  to  have 
the  pupils  really  appreciate  that  they  are  giving  forth  with  chalk  actual  experi- 
ences. When  the  child  realizes  that  he  can  give  an  experience,  as,  I  see  John, 
with  chalk  he  has  taken  a  long  step  toward  appreciating  the  vital  element  in  read- 
ing. 

Teach  also  the  expressions  I  have,  you  have,  he  has,  she  has,  also,  pupils'  names 
with  has — Mary  has,  Henry  has,  etc.  In  teaching  the  names  of  objects,  use  the 
objects  if  possible,  letting  pupils  handle  them  in  various  ways;  e.  g.,  Tell  Mary 
to  get  what  you  write  upon  the  board,  writing  "A  red  ball,"  "A  white  doll,"  "A 
black  book,"  etc.  In  teaching  action  words,  suit  the  action  to  the  word.  Write 
upon  the  board  "Tom  jumps,"  "Henry  runs,"  ''Charles  throws,"  "Mary  laughs." 
Let  Tom,  Henry,  Charles  and  Mary  illustrate  the  thought  with  the  proper  action. 
This  will  vitalize  expressions  and  make  them  parts  of  real  experiences.  Arrange 
the  words  taught  in  as  many  different  sentences  as  possible. 

If  some  child  by  struggling  with  some  sentence  containing  a  new  word  makes  out 
such  word,  do  not  teach  the  word  by  itself  but  in  the  sentence.  Do  not  hurry. 
Avoid  getting  on  hand  a  large  number  of  partially  learned  words;  words  should 
be  repeated  often  enough  so  that  a  few  days  of  disuse  will  not  cause  them  to  be 
forgotten.  No  letters  should  be  taught  at  present.  If  a  child  has  learned  his 
letters  every  effort  should  be  made  that  he  should  cease  to  see  them.  He  should 
see  words  and  groups  of  words  as  wholes  until  he  has  a  vocabulary  of  at  least 
fifty  words  and  expressions. 

PREPARATION    FOR    ELEMENTARY    SOUNDS 

After  the  above  work  is  well  begun  preparation  should  be  made  for  the  teaching 
of  sounds  and  building  of  words.  The  child  should  be  taught  to  distinguish  sounds 
in  words.    To  do  this,  introduce  a  "game"  something  as  follows: 

First.  Place  upon  the  blackboard  three  or  four  familiar  words  beginning  with 
different  sounds,  as,  may,  boy,  see.  pail. 

Second.  Pronounce  the  words  and  have  the  pupils  pronounce  them  until  they 
are  vividly  before  the  child's  mind.  Now  first  pronounce  the  first  sound  in  one 
of  the  words  and  let  the  pupil  who  can  first  tell  which  word  you  are  going  to  pro- 
nounce point  it  out.  Give  him  a  mark  of  one  point  and  the  pupil  who  first  gets 
five  points  wins. 

Third.  Change  about  and  give  the  latter  part  of  the  word,  as,  oy,  e,  ail,  and  let 
the  pupils  tell  which  word  you  are  going  to  pronounce. 

Fourth.  Give  the  last  sound  only  of  each  word,  as  of  n,  e,  I.  Later,  take  more 
difficult  words. 

Fifth.  Let  a  pupil  give  a  sound  and  you  tell  what  word  he  is  to  pronounce. 
This  work  cultivates  attention  and  concentration  and  educates  the  ear  to  hear 
sounds  in  words  as  well  as  to  hear  the  words. 

Finally   the   teacher  pronounces   words  by  sounds   only  and   requires   pupils    to ' 
think  them  out  and  pronounce  the  word  in  the  ordinary  way  but  spelling  by  sound 
should  not  yet  be  attempted. 

After  the  child  has  learned  from  forty  to  fifty  words  put  the  letter  s  upon  the 
board.  Teach  its  sound;  then  pointing  to  this  letter  in  various  words,  let  the 
pupil  give  its  sound  until,  whenever  seen,  the  hissing  sound  comes  to  the  mind. 
Then  annex  it  to  the  word  cat,  letting  the  child  add  the  sound,  making  cats;  erase 
and  annex  until  pupils  instantly  recognize  and  pronounce  the  word  correctly, 
either  with  or  without  s.  Then  use  this  letter  after  other  words  and  also  prefix  it 
to  words  already  taught  as  at,  s-at;  old,  s-old;  in,  s-in,  etc.  When  the  s-sound  is 
thoroughly  learned,  teach  r  in  the  same  way,  building  rat,  r-an,  ring,  etc.  Con- 
tinue teaching  the  sounds  of  consonants  in  connection  with  reading,  using  them  to 
form  new  words  from  those  already  taught.    Have  daily  exercises  in  sight  reading. 

Many  difficult  sounds  are  easily  taught  by  the  following  plan: 

Call  m  the  "mother-sound"  and  have  pupils  pronounce  the  word  mother  with 
you,  drawing  out  the  m-sound  more  and  more  until  you  "forget  to  say  the  rest  of 
the  word;"  then  tell  them  that  m  means  that  sound,  and  build  such  words  as 
mat,  m-an,  m-old,  etc.  Teach  /  as  the  "father-sound."  Also  practice  dropping 
letters  as  m  from  man,  b  from  bat,  f  from  fan,  letting  pupils  determine  what  the 


20  STATE   MANUAL  AND  COURSE  OF  STUDY 

word  is  that  remains.  When  the  sound  of  a  letter  has  been  taught,  drill  upon  the 
same  until  seeing  the  letter  instantly  suggests  its  sound,  and  use  the  letter  in 
forming  a  number  of  words,  before  trying  to  teach  another  sound. 

Each  new  word  formed  should  be  used  in  sentences  until  the  eye  knows  it  in- 
stantly. 

As  soon  as  the  required  number  of  words  has  been  taught  in  this  way  and  read 
by  pupils  from  chart  or  from  words  made  on  the  board  by  the  teacher,  the  child 
should  take  the  book.  If  he  has  been  properly  taught  from  the  chart  and  board, 
he  is  now  able  to  read  several  pages  of  the  reader  at  sight.  From  the  start  try  to 
have  him  get  a  mental  picture  of  what  he  reads. 

Individual  faults  should  be  carefully  observed  by  teacher,  such  as  faulty  pro- 
nunciation, articulation,  enunciation,  and  qualities  of  the  voice,  and  cautiously 
corrected,  but  no  corrections  should  be  made  in  a  manner  to  make  the  child  self- 
conscious. 

SUGGESTED  OUTLINE 

WORDS    FOR   THE  FIRST    MONTH 

Teach   in   the  order  given   the  following: 

A  boy,  I  see,  I  see  a  boy;  a  man,  the  man,  a  cat,  a  cow,  a  dog,  a  hen,  the  doll, 
the  hat,  the  egg;  and,  white,  black,  little,  big.  Use  all  these  with  I  see  and  see. 
Teach  such  additional  words  as  come  into  the  pupils'  experience,  e.  g.,  if  Mary 
found  a  rose  make  a  sentence  with  the  rose  or  about  the  rose.  If  John  lost  his 
knife  have  some  sentence  about  John's  knife.  There  is  probably  no  one  phase  of 
teaching  beginners  to  read  which  more  quickly  and  surely  makes  reading  a  reality 
than  incorporating  into  their  reading  work  these  little  impressive,  personal  ex- 
periences. 

WORDS    FOR    THE    SECOND    MONTH 

I  have,  the  boy  has,  is,  man,  book,  books,  ran,  men,  wood,  yes,  no,  play, 
ride,  ear,  nose,  eyes,  he,  she,  fish,  water.  Use  these  with  /  have,  the  boy  has, 
and  make  questions  beginning  with  is.  Teach  such  additional  words  as  will  best 
prepare  for  the  building  of  new  words  and  also  that  grow  out  of  the  pupil's  ex- 
perience. Fifty  or  sixty  words  can  be  learned  usually  in  the  first  two  months  of 
school. 

WORDS    FOR   THIRD   MONTH 

Teach  words  to  be  used  as  base  words  and  then  after  using  the  said  words  in 
sentences  until  the  child  is  perfectly  familiar  with  them  use  them  to  build  new 
words  upon. 

From  the  base  word  at  build  c-at,  r-at,  mat,  fat. 

From  the  base  word  it  build  h-it,  m-it,  s-it,  f-it,  b-it. 

From  the  base  word  old  build  s-old,  f-old,  m-old,  h-old,  cold,  t-old,  g-old. 

After  these  words  are  built,  use  them  repeatedly  until  they  are  known  at  sight. 

Teach  sounds  of  ch,  "sneezing  sound;"  sh,  ''keep  still  sound;"  c  (hard);  p  and 
iv(oo);  then  build  cat-ch,  mat-ch,  pat-ch,  ch-at,  ch-ap,  ch-ip,  ship,  di-sh,  wi-sh,  fi-sh. 

Teach  all  and  ear,  using  them  in  sentences;  then  build  w-all,  tiall,  f-all,  b-all, 
f-ear,  tear,  h-ear,  using  in  sentences  until  the  eye  knows  them  readily. 

Teach  this,  that,  good,  bad,  tree,  leaves,  apple,  school,  teacher,  scholar,  one,  two, 
three,  where,  squirrel,  mouth,  right,  left,  smell,  jump,  and  such  other  words  as 
children  are  accustomed  to  use. 

Break  words  into  parts,  and  put  them  together  again,  having  the  pupils  name 
l he  parts  and  the  whole,  e.  g.,  ray,  pray,  s-pray,  spray,  pray,  ray,  ay;   r-ay,  t-ray, 

tray,  stray,  tray,  ray,  ay.  Repeat  such  work  many  times  until  pupils  give  the 
various  words  or  parts  of  words  quickly. 

Throughout  all  this  work  the  teacher  should  select  and  teach  words  from  the 
first  reader  that  the  pupil  is  to  use  when  a  book  is  put  into  his  hands.  He  then 
will  find  the  first  part  of  his  reader  old  material  newly  arranged. 

THINGS    TO   RE   NOTED 

1.     Choose  only  such   words  as  the  children  are  accustomed  to  use. 
'2.     Create  a  need  for  every  word  before  teaching  it. 


FIRST  GRADE 


21 


10. 
11. 


12. 


Always  teach  the  and  an  in  connection  with  other  words. 
Remember  that  beginners  more  easily  learn  such  words  as  are  quite  dissimi- 
lar in  appearance. 
Keep  a  complete  list  of  all  words  taught. 
Use  only  one  form  of  capital  and  small  letter. 
Ask  pupil  to  read  a  sentence  silently;  then  (looking  at  you)  to  tell  what  it 

is. 
Insist  from  the  first  sentence  that  a  child  shall  read  naturally. 
Teacher  should  not  read  for  pupil,  and  neither  teacher  nor  pupil  should 

point  to  words  while  reading. 
Do  not  allow  pupils  to  interrupt  the  one  reading  with  a  correction. 
Make  the  sentence  the  unit  and,  after   the  child  has  learned  one  or  two 

verbs,  incorporate  every  new  word  into  several  sentences,  at  first  using 

only  short  sentences. 
Do  not  ask  beginners  'to  study;  they  cannot  study  and  should  have  no  book 

until  they  know  at  least  sixty  words. 
Do  not  try  to  keep  pupils  together  in  their  work.     Let    each    pupil    learn 

words  as  rapidly  as  he  can. 


SEAT  WORK 

To  aid  the  pupils  in  naming  words  at  sight,  use  sentence-builders — cards  con- 
taining the  words  written  or  printed  on  them.  As  soon  as  a  word  or  two  can  be 
recognized  at  sight,  the  pupil  should  be  required  to  build  the  sentences,  using 
separate  words  on  bits  of  cardboard.  Continue  building  sentences  in  this  way  until 
fifty  or  sixty  words  have  been  taught.  This  will  take  from  two  to  three  months. 
The  words  should  be  taken  from  the  chart  or  reader  to  be  used,  and  it  will  also  be 
found  helpful  to  lead  the  child  to  build  words  by  sound  and  to  give  him  power  to 
pronounce  words  that  he  has  never  seen. 

SUPPLEMENTARY    READING 

Several  different  readers  should  be  used  so  that  the  same  selection  may  not  be 
read  until  tiresome.  Let  every  lesson  be  fresh.  Reading  "by  turn"  in  the  class 
is  not  advisable.  Now  is  the  proper  time  for  teaching  such  details  as  position  of 
hands,  standing  erect,  keeping  the  chin  in  proper  position,  etc. 


SPELLING 


Method. — The  preceding  word-building  should  be  the  foundation  of  spelling,  and 
from  this  point  letters,  as  well  as  sounds,  must  be  thoroughly  taught.  In  doing 
this  teach  letters  separately  and  teach  the  alphabet  by  rote  as  well.  If  pupils  spell 
before  using  a  reader,  let  them  spell  by  ear  and  not  by  sight.  After  a  reader  is 
taken  up,  they  should  spell  all  the  words  in  each  lesson.  Below  is  a  suggestive 
outline. 


Form  lists  of  words  as  follows: 

bat 
cat 
fat 
hat 
1.  From  at  {  mat 
pat 
rat 
sat 
vat 


2.     From  an 


ban 

can 

Dan 

fan 

man 

pan 

ran 

tan 

van 


3.     From  it 


ffit 
lit 
mit 
pit 
sit 
wit 


4.     From  in 


bin 

din 

tin 

gin 

pin 

sin 

tin 

win 


22 


STATE   MANUAL   AND  COURSE  OF  STUDY 


5.     From  ei 


7.     From  ul 


bet 

get 

jet 

let 

met 

net 

pet 

set 

wet 

yet 

f  but 
cut 
hut 
jut 
nut 
rut 


6. 

From  en    ■ 

Ben 
den 
fen 
hen 
ken 
men 
pen  J 
ten 
L  wen 

'  bun 
fun 

8. 

From  un  • 

gun 
nun 
pun 
run 

sun 

During  this  work  teach  that  a,  e,  i,  o,  or  u,  is  necessary  in  every  word,  and  that 
they  are  called  vowels. 

Teach  that  final  e  lengthens  the  vowel,  as — 


at — ate 
bat — bate 
rat — rate 
fat — fate 
hat — hate 
mat — mate 


ban — bane 
can — cane 
fan — fane 
man — mane 
pan- — pane 
van — vane 


Teach  that  two  vowels  together  in  a  monosyllable  generally  give  its  name-sound 
the  "long  sound"  of  the  first,  as — 


bet  (e)  beet 
bet  (a)   beat 


met  (e)   meet 
met  (a)  meat 


den  (e)   deen 
den  (a)  dean 


net  (a)  neat 
set  (a)   seat 


Following  this  suggestion  drill  on  such  words  as  these- 


ail 

bail 
fail 
hail 
jail 
nail 
pail 
rail 
sail 
tail 
wail 


fain 

gain 

main 

pain 

rain 

die 

fie 

hie 

lie 

pie 

tie 


SYLLABICATION 


Each  syllable  should  be  spelled  separately  with  sufficient  pause  after  it  (if  pro- 
nounced) to  denote  syllabication  without  pronunciation  of  syllables  is  an  aid  in 
willing  articulation,  and   its  judicious  use   in   lower  grades  is  recommended. 


FIRST  GRADE  23 

WRITING 

The  first  half  of  the  year  should  be  devoted  to  blackboard  writing.  The  aim  is 
to  learn  the  letter  forms.  However,  the  child  should  write  with  freedom  and  a 
fair  degree  of  speed.  The  chalk  is  held  in  a  horizontal  position,  the  first  three 
fingers  on  top  and  thumb  below;  the  pupil  standing  directly  in  front  of  the  board 
and  facing  it;  the  left  hand  holding  the  eraser  and  placed  behind  the  back.  Guide 
lines  hinder  freedom,  so  they  should  seldom  be  used.  The  exercises  and  writing 
should  be  quite  large — four  or  five  inches  in  height — and  in  front  of  the  face,  the 
child  stepping  along  as  he  writes. 

We  must  eliminate  cramped  and  jerky  motions,  and  in  order  to  do  this,  freedom 
and  rhythm  are  necessary.  The  manner  of  counting  for  rhythm  is  immaterial  so 
long  as  it  is  regular.  To  determine  the  count  for  an  exercise  or  letter,  the  teacher 
should  write  it  with  freedom  and  note  the  impulses  required.  As  a  general  rule, 
count  for  down  strokes,  but  sometimes  it  is  better  to  count  for  both  up  and  down 
strokes,  especially  in  the  lower  grades.  The  exercises  and  writing  should  have  a 
uniform  slant  to  the  right.  The  letters  and  words  used  in  reading  are,  as  a  rule, 
the  best  for  practice  in  this  grade. 

When  seat  writing  is  taken  up,  use  a  large  beginner's  pencil  and  unruled  paper. 
The  letters  from  one  to  two  inches  high  are  more  easily  formed,  then  as  the  forms 
become  fixed  in  mind  they  may  be  decreased  gradually.  The  teacher  should 
write  the  exercises  and  letters  on  the  board  or  paper,  before  the  pupils  the  same 
size  and  rhythm  as  she  expects  them  to  write.  If  any  of  the  pupils  do  not  get  the 
form  and  rhythm  readily,  the  teacher  must  take  hold  of  the  child's  hand  and 
guide  it.  The  whole  arm  movement  will  be  found  more  practicable  in  this  grade; 
however,  if  any  of  the  pupils  can  write  with  the  muscular  movement,  so  much  the 
better. 

All  writing  in  the  grade  must  be  done  under  the  eye  of  the  teacher — do  not  give 
writing  as  "busy  work." 

LANGUAGE 

(Seellntroduction  and  Appendix.) 

The  purpose  of  the  work  in  the  primary  grades  is  two-fold, — the  acquiring  of 
ideas  and  the  acquiring  of  words.  Introductory  to  the  work  of  developing  the 
power  of  expression,  is  that  of  putting  the  child  in  possession  of  the  right  kind  of 
ideas  and  knowledge  to  express.  The  first  factor  is  selection.  The  materials 
should  be  such  as  will  inspire  and  make  the  highest  appeal  to  the  imagination  and 
emotions  and  must  be  gathered  from  the  very  choicest  of  the  best  works  of  all 
time,   in  literature,  history,  art   and   nature. 

A  large  portion  of  the  language  development  in  primary  grades  must  be  ac- 
complished through  story-telling.  The  stories  selected  should  be  masterpieces  of 
English.  They  should  enlarge  the  imaginative  powers  and  increase  the  vocabulary. 
Pupils  should  be  required  to  retell  a  story  told  by  the  teacher  and  it  should  be  re- 
peated frequently.  Do  not  allow  pupils  to  select  their  own  stories.  The  stories 
should  include  fairy-tales,  folk-lore,  nature  stories,  biographies,  and  the  best  stories 
of  literature. 

Work  for  clear  articulation,  distinct  enunciation,  and  correct  pronunciation.  Aim 
to  have  the  children  acquire  well-modulated,  pleasing  voices.  Cultivated  voices  are 
quite  as  important  as  correct  language. 

A  very  important  feature  of  the  work  is  the  dramatizing  of  stories  and  the 
memorizing  of  poems,  and  should  be  carefully  planned  and  executed.  There  is  no 
other  way  by  which  a  full,  pure  vocabulary  can  be  acquired  as  satisfactorily  as  in 
the  memorizing  of  poems. 

Nature  furnishes  unlimited  resources  for  language  work.  Pupils  should  learn  to 
see  things;  to  recognize  the  flowers,  trees  and  weeds;  to  know  the  growing  things 
of  their  environment,  the  habits,  growth  and  use.  Study  the  birds  and  their 
habits.  This  and  other  similar  work  will  furnish  the  child  with  interesting  ideas 
to  express. 

The  verb  forms  used  by  the  children  may  be  acted  out,  as  He,  fly,  drink,  Oiroiv, 
and  the  use  of  the  correct  forms  of  each  made  habitual. 

The  names  of  persons,  places,  streets,  points  of  the  compass,  may  be  familiarized 
and  used. 


24 


STATE   MANUAL  AND  COURSE  OF  STUDY 


The  teacher  should  frame  her  questions  so  that  answers  may  be  given  in  com- 
plete sentences. 


Aesop's  Fables. 

Indian  Child-Life. 

Happy  Heart  Family. 

The  Snow  Baby. 

A  Visit  to  Dreamland. 

Nursery  Tales. 

The  Little  Red  Hen. 


SUGGESTED  STORIES 


The  Rabbit's  Walk. 

Three  Bears. 

The  Bundle  of  Sticks. 

The  Lamp  and  the  Sun. 

The  Wind  and  the  Moon. 

Hiawatha  Stories. 

Pippa. 


POEMS   TO    BE    MEMORIZED 

Summer  is  Coming' 

Summer  is  nigh. 

How  do  I  know? 
Why,  this  very  day 

A  robin  sat  on  a  tilting  spray, 
And  merrily  sang  a  song  of  May. 

Jack  Frost  has  fled 
From  the  rippling  brook, 

And  a  trout  peeped  out 
From  his  shady  nook. 

A  butterfly,  too, 
Flew  lazily  by, 

And  the  willow  catkins 
Shook  from  on  high 

Their  yellow  dust, 
As  I  passed  by; 

And  so  I  know 
That  summer  is  nigh. 


In  the  Heart  of  a  Seed 

E.  L.  Brown 

In    the  heart   of  a   seed 
Buried  deep,  so  deep, 

A  dear  little  plant 
Lay  fast  asleep. 

"Wake!"  said  the  sunshine. 

"And  creep  to  the  light." 
"Wake!"  said  the  voice 

Of  the  raindrops  bright. 

The  little  plant  heard 
And  it  rose  to  see 

What  the  wonderful 
Outside  world  might  be. 


Whole  Duty  of  Children 

Robert  Louis  Stevenson 

A  child  should  always  say  what's  true 
And  speak  when  he  is  spoken  to, 
And  behave  mannerly  at  tabli 
At  least  as  far  as  he  is  able. 


FIRST  GRADE  25 

Child's  Thought  of  a  Star 

Jane  Taylor 

Twinkle,  twinkle,  little  star; 
How  I  wonder  what  you  are! 
Up  above  the  world  so  high, 
Like  a  diamond  in  the  sky! 

When  the  blazing  sun  is  set, 
And  the  grass  with  dew  is  wet, 
Then  you  show  your  little  light, 
Twinkle,  twinkle,  all  the  night. 

In  the  dark  blue  sky  you  keep, 
And  often  through  my  curtains  peep; 
For  you  never  shut  your  eye 
Till  the  sun  is  in  the  sky. 

Then  if  I  were  in  the  dark, 
I  would  thank  you  for  your  spark; 
I  could  not  see  which  way  to  go, 
If  you  did  not  twinkle  so. 

Where  <*o  the  Boats? 

.    Robert  Louis  Stevenson 

Dark  brown  is  the  river, 

Golden  is  the  sand. 
It  flows  along  forever, 

With  trees  on  either  hand. 

Green  leaves  a-floating, 

Castles  of  the  foam, 
Boats  of  mine  a-boating — 

Where  will  all  come  home? 

On  goes  the  river 

And  out  past  the  mill, 
Away  down  the  valley, 

Away  down  the  hill. 

Away  down  the  river, 

A  hundred  miles  or  more, 
Other  little  children 

Shall  bring  my  boats  ashore. 

The  Wind 

Christina  Rosetti 

Who  has  seen  the  wind? 

Neither  I  nor  you; 
But  when  the  leaves  hang  trembling, 

The  wind  is  passing  through. 

Who  has  seen  the  wind? 

Neither  you  nor  I; 
But  when  the  trees  bow  down  their  heads, 

The  wind  is  passing  by. 


26  STATE   MANUAL   AND  COURSE  OF  STUDY 


The  Man  in  the  Moon 

Old  Rhyme,  Anonymoxis 

The  Man  in  the  Moon  as  he  sails  the  sky 

Is  a  very  remarkable  skipper 

But  he  made  a  mistake 

When  he  tried  to  take 

A  drink  of  milk  from  the  Dipper. 

He  dipped  right  into  the  Milky  Way 

And  slowly  and  carefully  filled  it. 

The  Big  Bear  growled 

And  the  Little  Bear  howled, 

And  scared  him  so  that  he  spilled  it. 


The  Stars 

May  Moore  Jackson 

Do  you  know  what  the  little  stars  do  at  night? 

They  play  on  a  deep  blue  hill. 
Mother   Moon  watches  to  keep  them  in  sight, 

For  they're  never,  never  still. 

Do  you  know  what  the  little  stars  do  at  dawn? 

They  sink  in  a  sun-kissed  sea, 
And  there  they  sleep  till  the  day  is  gone, 

As  still  as  still  can  be. 

The  above  may  be  supplemented  by  poems  printed  in  previous  editions  of  the 
Course  of  Study  and  by  such  poems  as,  To  Mother  Fairie,  Alice  Cary;  Obedience, 
Phoebe  Cary;  Little  Dandelion,  Helen  Bostwick;  Selections  from  Hiawatha,  Long- 
fellow; Dutch  Lullaby,  Eugene  Field;  Mother  Goose  Rhymes;  Autumn  Fires, 
Robert  Louis  Stevenson. 


*SENSE  TRAINING  LEADING  TO  ARITHMETIC  AND  LANGUAGE 

(See  Appendix.) 

In  the  first  grade  the  exercises  are  chiefly  counting,  making  comparisons,  and 
visualizing  of  simple  combinations.  The  work  is  largely  objective  to  create  inter- 
est, and  many  illustrative  devices  are  used  for  comparisons  such  as  sets  of  blocks, 
cards,  etc.  This  is  the  child's  natural  method  of  satisfying  the  needs  of  his  de- 
veloping mind.  Teaching  will  be  successful  when  it  meets  these  needs.  The 
teacher  who  knows  the  child  knows  that  attention  is  a  condition  of  thinking  and 
interest  a  condition  of  attention. 

The  fundamental  thing  in  the  teaching  of  arithmetic  is  to  induce  judgments  of 
relative  magnitudes.  The  presentation  regards  the  fact  that  it  is  the  relation  of 
things  that  makes  them  what  they  are  mathematically.  The  products  of  the  senses, 
especially  those  of  sight,  hearing  and  touch,  form  the  basis  of  all  the  higher 
thought  processes.  Since  mathematics  deals  with  definite  relations  of  magnitudes 
it  suggests  the  need  of  creating  definite  ideas,  and  forbids  presenting  things  as 
isolated,  independent  or  absolute  in  themselves.  If  relations  are  to  come  into 
consciousness,  the  comparing  which  brings  them  there  must  take  place. 

It  is  the  definite  relations  of  magnitudes  established  by  means  of  solids,  sur- 
faces and  lines,  that  enable  us  to  conceive  or  interpret  the  relations  of  quantities 

•By  permission  of  Ginn  &  Co.,  publishers,  Borne  material  for  t lie  first  and  third  grades  has 
been    taken    from    Speer's   Arithmetics. 


FIRST  GRADE  27 

which  cannot  be  brought  within  the  range  of  perception.     The  ratios  which  we 
actually  see  are  few  but  out  of  these  grows  the  science  of  mathematics. 

Give  appropriate  exercises  in  the  following: 

(a)  Sense  training:  sight,  touch,  hearing. 

(b)  Visualizing  of  forms,  relative  positions,  colors,  pictures,  etc. 

(c)  Handwork  in  cutting,  drawing,  building  of  forms  with  blocks  and  tablets, 

shaping  of  forms  with  plastic  materials,  etc. 

(d)  Ratio  work  in  magnitudes  with  solids,  tablets,  drawings,  etc. 

(e)  Applications  of  this  work  with  the  simplest  measures  of  length,  volume 

and  value;   foot,  yard;   pint,  quart,  gallon;   cent,  nickel,  dime;    etc. 

(f)  Simple  problems  based  on  ratios  of  quantities. 

(g)  Visualizing  of  simple  combinations. 

(a)     Sense  training: 

It  is  one  of  the  first  duties  of  the  schools  to  test  the  senses  and  to  de- 
vise means  for  their  development. 
Sight  training: 

Pupils    find   solids,    surfaces,    colors,   etc.     Compare    with    one   another 
and  familiar  objects   in  the  room  and  at  home. 
Show  pupils  the  base  of  a  cup,  a  cylinder  or  a  cone,  and  tell  them  that 
it  is  a  circle. 
Conduct  the  exercises  so  that  the  doing  will  call  forth  variety  of  oral 
expression  in  telling  what  is  done. 

1.  Find  circles. 

2.  Find  circles  that  are  larger  than  others.     Find  circles  that  are 

smaller. 

3.  Find  the  largest  circle  in  the  room. 

4.  Find  one  of  the  smallest. 

5.  Find  circles  in  going  to  and  from  school  and  at  home,  and  tell 

where  you  saw  them. 

Finding  forms  of  the  same  general  shape  as  those  taken  as  types  is  of  the  highest  im- 
portance. Unless  this  is  done  pupils  are  not  learning  to  pass  from  the  particular  to  the 
general.  They  are  not  taught  to  see  many  things  through  the  one,  and  the  impression 
they  gain  is  that  the  particular  forms  observed  are  the  only  forms  of  this  kind.  Unless 
that  which  the  pupil  observes  aids  him  in  interpreting  something  else  it  is  of  no  value 
to    him.      Teaching   is   leading   pupils    to   discover   the   unity   of   things. 

Touch  training: 

Pupils  handle  solids. 

1.  Find  one  of  the  largest  surfaces  of  each  solid. 

Example:     This  is  one  of  the  largest  surfaces  of  this  solid. 

2.  Find  one  of  the  smallest  surfaces. 

3.  Find  surfaces  that  are  larger  than  other  surfaces. 

Example:     This  surface  is  larger  than  that  one. 

4.  Find  surfaces  that  are  smaller  than  other  surfaces. 

5.  Compare  the  sizes  of  other  surfaces  in  the  room. 

6.  Find  the  largest  surface  or  one  of  the  largest  surfaces  in  the  room. 

7.  Close  the  eyes,  handle  solids  and  find  largest  and  smallest  surfaces. 

8.  Cover  the  eyes;  handle  and  tell  names  of  blocks  and  of  other  objects. 

These  exercises  for  mental  training  are  only  suggestive  of  many  others  which  teachers 
should  devise.  Be  sure  the  exercises  are  suited  to  the  learner's  minds,  and  to  their  physical 
condition. 

Ear  training: 
Have  pupils  listen  and  tell  what  they  hear. 
Have  pupils  note  sounds  when  various  objects  are  struck. 
Pupils  close  eyes.     Teacher  strikes  one  of  the  objects. 
Pupils  tell  which  was  struck.     Teacher  strikes  two  or  more  objects. 

Pupils  tell  by  sound  the  order  in  which  they  were  struck. 
Train   pupils   to   recognize  one   another  by  their   voices  and   by  sounds 

made  in  walking. 
Pupils  close  eyes  and  listen.    Drop  a  ball  or  marble  two  feet,  then  three. 

Pupils  tell  which  time  it  fell  the  farther. 


28  STATE  MANUAL  AND  COURSE  OF  STUDY 

(b)  Visualizing: 

Place  on  the  table  three  objects.    For  example:    a  box,  a  book  and  an  ink 
1  Kittle. 

1.  What  can  you  tell  about  the  box?     About  the  book?    About  the  ink 

bottle?  Which  is  the  heaviest?  Which  is  the  lightest?  Which  is 
the  largest? 

2.  Look  at  three  objects  carefully,   one  after  another. 

3.  Close  your  eyes  and  picture  one  after  another. 

r    the  objects. 

4.  Think  the  objects  from  right  to  left.     From  left  to  right. 

5.  Name  the  objects  from  right  to  left.     From  left  to  right. 

6.  Which  is  the  third  from  the  right?     The  second  from  the  left? 

When  the  position  of  every  object  in  the  group  can  easily  be  given  from  memory,  place 
another  object  at  the  left  or  right.  When  a  row  of  five  is  pictured  and  readily  named  in  any 
order,  begin  with  another  group  of  five.  Each  day  review  the  groups  learned  so  as  to  keep 
thein  vividly  in  the  mind. 

Questions  or  directions  similar  to  the  following  will  test  whether  the  groups  are 
distinctly  seen.  Picture  each  group  from  the  right,  name  objects  in  each  from  the 
right. 

In  the  third  group,  what  is  the  second  object  from  the  left. 

What  is  the  middle  object  in  each  group? 

What  is  the  largest  object  in  each  group? 

When  four  or  five  groups  can  be  distinctly  imaged  this  exercise  might  give  place  to  some 
other. 

(c)  Handwork: 

1.  Cut  a  slip  of  paper.     Cut  another  a  little  longer.     Another  a  little 

shorter.  Measure.     Practice. 

2.  Cut  a  square.    Cut  another  a  little  larger.     Another  a  little  smaller. 

Measure.     Practice. 

3.  Cut  a  slip  of  paper.     Try  to  cut  another  equal  in  length.     Look  at 

them.  Which  is  the  longer?  Place  them  together  and  see  if  they 
are  equal.     Practice  cutting  and  comparing. 

Give  each   pupil   paper  and  an  oblong  rectangle. 

4.  Cut  a  rectangle  as  large  as,  or  equal  to,  the  rectangle  I  have  given 

you.  What  are  you  to  cut?  Is  the  rectangle  you  cut  as  long  as 
the  rectangle  I  gave  you?  Is  it  as  wide?  Does  the  one  you  cut 
exactly  cover  the  one  I  gave  you?  Are  the  two  rectangles  equal? 
Practice  trying  to  cut  a  rectangle  exactly  the  same  size  as,  or 
equal  to,  the  one  I  gave  you.  Use  square,  triangle,  oblong,  etc., 
in  a  similar  way  and  then  lead  up  to  definite  dimensions. 

Give  pupils  a  number  of  Inch  cubes. 

1.  Build  a  prism  equal  to  this  one.     (Show  prism  only  for  an  instant.) 

2.  Build  a  prism  equal  to  this  one. 

3.  Build  a  cube  equal  to  this  one. 

'.if    other  similar  exercises  from  day  to  day. 
i.i  i     Ratios: 

Show  the  pupils  blocks  three  times  as  large  as  other  blocks.    Compare. 

1.  Draw  a  line.     Separate  it  into  three  equal  parts.     Measure.     Is  one  of 

parts  shorter  than  one  of  the  others? 

2.  Draw  lines  of  different  lengths  and  practice  trying  to  divide  them 

into  three  equal  parts. 

3.  Draw  rectangles  of  different   sizes  and  practice  trying  to  separate 

them  into  three  equal  parts. 

4.  Show  me  where  lines  should  be  drawn  to  separate  the  blackboard 

into  three  equal  parts.  Move  your  hands  over  each  of  the  three 
equal  parts  of  the  blackboard. 


FIRST  GRADE 


29 


Select  different  solids. 

5.  Show  me   where  each  should  be  cut  to  separate  it  into  three  equal 

parts. 

6.  Find  a  solid  that  can  be  made  into  three  parts,  each  as  large  as  this 

solid. 

Give  each   pupil   a  piece  of  paper  on   which  there  is  drawn  a  line  equal   to   A. 

A. 


1.  Draw  a  line  equal  to  A. 

2.  Draw  a  line  two  times  as  long  as  A. 

3.  Draw  a  line  three  times  as  long  as  A. 

4.  Name  the  lines,  A,  B,  C. 

5.  B  is  how  many  times  as  long  as  A? 

6.  C  is  how  many  times  as  long  as  A? 

7.  Show  me  Y2  of  B.     C  is  how  many  times  as  long  as  x/2  of  B? 

8.  Show  me  y2  of  B.     Draw  a  line  three  times  as  long  as  y2  of  B. 

9.  Draw  a  line  equal  to  the  sum  of  A  and  B.     The  sum  of  A  and  B 

equals  what  line? 

This   line   of   thought   should   be   carried   on    by    means   of   different   presentations    until   the 
ratios   are   instantly    recognized. 

Give  each  pupil  a  square  inch  and  an  oblong  2  in.  by  1  in.  and  another  3  in.  by  1  in. 


0 


N 


1.  What  is  the  length  of  the  square  rectangle?    How  long  is  the  largest 

rectangle?    What  is  the  length  of  the  other  rectangle? 

2.  Show  me  the  rectangle  2  in.  by  1  in.     The  rectangle  3  in.  by  1  in. 

Point  to  each  rectangle  and  describe  it. 
Ex.     This  is  a  square  rectangle  one  inch  long. 

3.  Call  the  largest  rectangle  B,  the  smallest  0,  and  the  other  N.     Show 

me  O.     Show  me  B.     Show  me  N. 

4.  N   is  as   large  as   how  many   O's?     What  part  of  N  equals  O?     N 

equals  how  many  times  O?    O  equals  what  part  of  N? 

5.  B  is  as  large  as  how  many  O's?    B  equals  how  many  times  O?  Show 

me  y2  of  N.     B  is  how  many  times  as  large  as  y>  of  N? 

6.  If  we  call  O  y2,  what  is  N?    What  is  B? 

7.  Cut  rectangles  equal  to  O,  N  and  B. 

8.  Place  O  and  N  together  and  make  one  rectangle  of  the  two.     How 

long  is  the  rectangle  you  have  made?     How  wide  is  it?    It  is  as 
large  as  what  rectangle?     It  equals  what  rectangle? 

The  teacher  can  accomplish  much  along  this  line  by  systematic  questioning,  with  the 
objects  before  the  child.  Use  different  magnitudes  and  change  their  arrangements  very 
often. 

(e)     Applications: 

Relations  of  quart  and  pint: 

Show  pupils  the  pint  and  quart  measures.     Have  them  find  by  measuring 
the  number  of  pints  equal  to  a  quart. 

1.  After  measuring,  tell  all  you  can  about   the  quart  and  pint. 


This  free  work  is  far  more  valuable  than  that  induced  by  questioning.     Too  much  question 
ing  interferes  with  the  natural  action  of  the  mind  in  relating  and  unifying. 

2.  What  is  sold  by  the  pint  and  by  the  quart? 

o.  A  quart  is  how   many  times  as   large  as   a  pint? 

4.  What  part  of  a  quart  is  as  large,  or  as  much  as,  a  pint? 


30  STATE   MANUAL  AND  COURSE  OF  STUDY 

5.  A  quart  is  how  much  more  than  a  pint? 

6.  A  pint  is  how  much  less  than  a  quart? 

7.  A  quart  and  a  pint  equal  how  many  pints? 

8.  Show  me  1%  quarts.     What  have  you  shown  me? 

9.  l1/^  quarts  equal  how  many  pints? 

10.  If  we  call  a  pint  1,  what  should  we  call  a  quart?    Why? 

11.  If  we  call  a  quart  2,  what  should  we  call  the  sum  of  a  quart  and  a 

pint? 

12.  If  a  quart  is  1,  what  is  a  pint? 

Fill   the   quart  and   pint  measures  with   water  and   let   each  pupil   lift   the  two  measures. 

1.  Which  is  the  heavier,  the  quart  of  water  or  the  pint? 

2.  The  quart  of  water  is  how  many  times  as  much  as  the  pint? 

3.  What  part  of  the  quart  weights  as  much  as  the  pint? 

4.  The  weight  of  a  pint  equals  what  part  of  the  weight  of  a  quart? 

5.  The  weight  of  a  quart  equals  the  weight  of  how  many  pints? 

6.  A  pint  of  water  weighs  a  pound.    How  much  does  a  quart  of  water 

weigh? 

7.  What  part  of  a  quart  of  water  weighs  a  pound? 

8.  The  sum  of  a  quart  and  a  pint  of  water  weighs  how  many  pounds? 

9.  Compare  the  weight  of  different  solids  with  the  weight  of  a  pint 

of  water. 

10.  If  a  pint  of  milk  costs  three  cents,  what  should  a  quart  cost? 

11.  In  a  quart  there  are  how  many  pints?     In  three  quarts  there  are 

how  many  2-pints? 

12.  How  much  milk  should  be  put  into  a  quart  measure  to  make  it 

half  full? 

In   the   same   manner  deal   with   other   measures. 

(f)     Simple  problems  based  on  ratios  of  quantities: 

1.  A  boat  sails  4  miles  in  y2  hour;  how  far  does  it  sail  in  1  hour? 

2.  Mr.  R.  receives  6  cents  for  2  pints  of  milk;  how  much  ought  he  to 

receive  for  a  quart? 

3.  If  you  take  a  quart  of  milk  out  of  a  gallon  of  milk,  what  part  of  a 

gallon  remains? 

4.  2  dimes  equal  how  many  nickels? 

5.  The  candy  that  can  be  bought  for  a  nickel  equals  what  part  of  the 

candy  that  can  be  bought  for  2  dimes? 

Each  teacher  will  need  to  determine  for  herself  the  amount  to  present  to  her  class. 


SECOND  GRADE 


Reading — Second    reader    and    supple-         Writing. 

mentary  reading.  Language. — Oral. 

Spelling — From  reader.  Arithmetic — Oral. 

Textbook — Reader. 

Correlation. — Continue  the  work  of  correlation  as  suggested  in  first  year. 


READING 

Purpose. —  (a)   Same  as  in  first  grade,     (b)  Expression. 

Teach  the  new  words  at  the  head  of  each  lesson  so  that  pupils  will  know  them  at 
sight,  pronounce  them  correctly,  and  know  what  they  mean.  Be  careful  to  secure 
correct  pronunciation  and  distinct  articulation.     Note  the  following: — • 

1.  To  teach   pupils   to  know    words  at  sight,   point  rapidly   from   one  word   to 

another. 

2.  To  teach  the  meaning  of  words,  require  pupils  to  give  the  words  in  sentences, 

after  they  have  been  fully  explained,  sentences  to  be  both  oral  and  written. 
To  be  sure  that  pupils  get  the  thought,  question  them  thoroughly  on  what 
they  read. 

3.  To  secure  correct  pronunciation,  the  teacher  must  be  careful  about  his  own 

pronunciation. 

4.  To  secure  good  articulation,   give   frequent  drills  on    elementary  sounds  and 

articulation  exercises. 

SUPPLEMENTARY    READING 

Pupils  should  be  required  to  commit  to  memory  short  choice  selections  to  be 
recited  before  the  class.  These  selections  may  be  taken  from  the  reader  or  from 
anything  not  more  difficult  than  the  reader,  and  should  be  thoroughly  understood 
before  they  are  committed. 

There  is  no  place  in  the  school  course  where  supplementary  reading  can  be 
made  more  profitable.  It  should  generally  be  sight  reading  of  interesting  stories, 
very  easy  second  grade  or  hard  first  grade  work.  Let  one  pupil  read  a  portion  and 
the  others  listen,  and  then  have  the  story  told  by  them.  This  insures  attention 
and  inspires  pupils  to  read  well. 

Give  additional  attention  to  errors  of  pronunciation  and  to  good  expression. 
Aim  at  naturalness.  Do  not  read  very  much  for  pupils  to  imitate.  The  skillful 
teacher  succeeds  in  filling  the  pupils  so  full  of  the  sentiment  of  the  story  that 
expression  is  spontaneous.  Do  not  teach  that  the  voice  should  fall  at  a  period  and 
be  kept  up  at  a  comma;   it  is  not  true. 

ELEMENTARY    SOUNDS 

Continue  the  study  of  elementary  sounds  as  they  occur  in  the  reader,  beginning 
now  to  make  a  study  of  vowels. 

Teach  the  diacritical  marks  used  with  long  and  short  vowel  sounds.  Drill  until 
familiar  with  them.     (Use  Webster's  International  as  a  guide.) 


SPELLING 

Spell  orally  all  the  new  words  at  the  head  of  each  reading  lesson,  giving  daily 
reviews  on  hard  words  and  a  test  each  week  on  the  work  done. 

Considerable  time  should  be  given  also  to  written  exercises  in  spelling. 


32  STATE  MANUAL  AND  COURSE  OF  STUDY 

The  second  and  third  years  are  the  spelling  era.  Second  and  third  reader  pupils 
should  spell  rapidly  and  accurately  every  word  in  their  finished  work.  This  is 
accomplished  by  repetition. 

Much  time  can  be  saved  by  classifying  words  having  analogous  peculiarities;  e. 
g.,  words  ending  in  ight,  ougJi,  sion,  Hon,  cion,  etc. 

Note — "One  trial   only"   is  the  key   to   good  spelling. 


WRITING 

The  pencil  requires  less  care  and  skill  to  handle,  therefore  freedom  will  be  en- 
couraged by  not  using  the  pen  in  this  grade.  The  pencil  should  be  large,  soft  and 
long.  If  ruled  paper  is  used,  it  should  be  ruled  about  %  inch  wide.  For  children 
who  are  lacking  in  freedom  and  form,  the  blackboard  must  be  used  frequently. 

Muscular  movement  may  be  taken  up  in  this  grade.  The  following  method  must 
be  used  for  all  beginners,  regardless  of  grade: 

First  movement:  Pencil  on  desk  in  groove,  point  to  right.  Assume  correct  posi- 
tion, hand  open,  palm  down  and  about  half  inch  from  paper,  arm  resting  on  muscle 
of  forearm.  Now  practice  the  push  and  pull  exercise,  arm  moving  in  and  out  of 
the  sleeve.  Slowly  at  first  and  gradually  increasing  in  rhythm  until  the  entire 
class  is  moving  in  unison. 

Second  Movement:  Same  position  except  that  the  fingers  are  bent  and  in  the 
same  position  as  when  holding  the  pencil.  Now  with  the  hand  resting  on  the  run- 
ners  (third  and  fourth  fingers)   practice  on  push  and  pull,  and  direct  oval. 

Third  Movement:  Take  pencil  or  pen,  point  up.  See  that  the  pencil  is  touch- 
ing lightly  on  the  paper,  the  hand  resting  on  the  runners,  and  the  arm  on  the 
muscle.  The  arm  must  move  in  and  out  of  the  sleeve.  Practice  same  drills  as  in 
second  movement. 

Fourth  Movement:  Pencil  or  pen  point  resting  lightly  on  the  paper  in  correct 
position.  If  pen  is  used,  take  ink.  Now  practice  on  the  same  simple  drills.  If  a 
pupil  uses  finger  movement,  he  should  go  back  to  the  first  three  movements,  for 
he  is  not  ready  for  the  fourth.  Don't  be  in  a  hurry  to  take  up  this  last  movement. 
The  first  three  must  be  practiced  until  they  are  made  automatically. 

The  writing  outline  given  in  the  Appendix  may  be  followed  quite  closely, 
omitting  the  more  difficult  drills  the  first  time  over.  Read  instructions  to  first 
grade  for  counting  for  rhythm.  Also  read  carefully  "General  Information"  in 
Appendix.  All  writing  in  this  grade  should  be  under  the  direct  supervision  of 
the  teacher. 


LANGUAGE 

(See  Introduction  and  Appendix.) 

Purpose. — Same  as  first  grade. 

Continue  the  work  of  the  first  grade.  The  nature  study  should  include  the  ob- 
servation and  study  of  inanimate  things.  Collect  and  classify  products  of  local 
industries,  and  use  for  subjects  of  conversations  and  oral  compositions. 

Practically  no  written  language  work  should  be  required  of  pupils,  but  each 
week  a  certain  amount  of  this  work,  as  copying,  dictation,  etc.,  should  be  included 
in  the  spelling  exercises.  This  work  should  develop  the  use  of  punctuation  marks, 
quotation  marks,  capitals,  abbreviations,  dates,  the  possessive  forms  of  nouns  and 
pronouns. 

The  drill  on  irregular  verbs  should  be  carried  on  throughout  the  grades.  Let 
rapidity,  interest  and  brightness  characterize  the  drill. 

The  vocabulary  should  be  increased  to  include  words  of  synonymous  meaning 
and  terms  of  opposite  meaning.  Have  sentence  drills  in  the  use  of  both  of  these. 
These  drills  should  lead  pupils  to  discriminate  in  their  choice  of  words. 

Visualize  i„.any  simple  objects  rapidly  and  describe,  as  a  pin,  a  pencil,  a  piece  of 
chalk,  a  box,  etc.  The  value  of  the  work  in  description  consists  in  using  words 
specially  applicable  to  the  object  described.  In  the  description  of  an  apple,  for 
instance,  the  words,  round,  sphere,  pulp,  skin,  core,  juice  are  brought  out  and 
definite  concepts  as  to  form  and  size  developed.  In  (ho  description  of  a  pencil,  the 
words,  slender,   cylindrical,  graphite,  become  part  of  the  child's  vocabulary,  and 


SECOND  GRADE  33 

new  concepts  and  comparisons  as  to  form,  size  and  color  are  formed.  In  the  de- 
scription of  a  shoe,  sole,  last,  tongue,  upper,  lining,  are  brought  to  the  observation. 
A  poem  should  be  taught  line  by  line,  thought  by  thought.  Much  time  and  atten- 
tion should  be  given  to  the  development  of  tones  and  the  pitch  of  tbe  voice,  that 
the  musical  effect  may  be  obtained.  The  expression  should  reveal  the  meaning  and 
the  spirit  and  the  power  of  the  poem. 

Suggested  Stories: 
Fairy  Tales,  Hans  Andersen. 
Fifty  Famous  Stories,  James  Baldwin. 
Boy  Blue  and  His  Friends,  Blaisdell  and  Blaill. 
In  the  Days  of  Giants,  Abbie  F.  Brown. 
How  to  Tell  Stories  to  Children,  Sarah  Cone  Bryant. 
Twilight   Stories,  Elizabeth  Foulke. 
Just  So  Stories,  Kipling. 
Fairy  Stories,  Andrew  Lang. 
Children  of  the  Arctic,  Josephine  Peary. 
American  History  Stories,  Mara  L.  Pratt. 
In  the  Green  Forest,  Howard  Pyle. 


POEMS   TO    BE    MEMORIZEB 

The  Swing 

Robert  Louis  Stevenson 

How  do  you   like  to  go  up  in   a  swing 

Up   in  the  air  so  blue? 
Oh,  I  do  think  it  the  pleasantest  thing 

Ever  a  child  can  do! 

Up  in  the  air  and  over  the  wall, 

Till  I  can  see  so  wide, 
Rivers  and  trees  and  cattle  and  all 

Over  the  countryside — 

Till  I  look  down  on  the  garden  green 
Down  on  the  roof  so  brown — 

Up  in  the  air  I   go  flying  again, 
Up  in  the  air  and  down! 


Stars  and  Daisies 

Frank  Dempster  Sherman 

At  evening  when  I  go  to  bed 
I  see  the  stars  shine  overhead; 
They  are  the  little  daisies  white, 
That  dot  the  meadow  of  the  Night. 

And  often  while  I'm  dreaming  so, 
Across  the  sky  the  Moon  will  go; 
She  is  a  lady,  sweet  and  fair, 
Who  comes  to  gather  daisies  there. 

For, -when  at  morning  I  arise, 

There's  not  a  star  left  in  the  skies; 

She's   picked   them    all   and   dropped    them    down 

Into  the  meadows  of  the  town. 


34  STATE   MANUAL  AND  COURSE  OF  STUDY 

The  Wind 

Robert  Louis  Stevenson 

I  saw  you  toss  the  kites  on  high 
And  blow  the  birds  about  the  sky; 
And  all  around  I  heard  you  pass, 
Like  ladies'  skirts  across  the  grass — 
O  wind,  a-blowing  all  day  long, 
O  wind,  that  sings  so  loud  a  song! 

I  saw  the  different  things  you  did, 
But  always  you  yourself  you  hid. 
I  felt  you  push,  I  heard  you  call, 
I  could  not  see  yourself  at  all — 

O  wind,  a-blowing  all  day  long, 
O  wind,  that  sings  so  loud  a  song! 

O  you  that  are  so  strong  and  cold, 
O  blower,  are  you  young  or  old? 
Are  you  a  beast  of  field  and  tree, 
Or  just  a  stronger  child  than  me? 
O  wind,  a-blowing  all  day  long, 
O  wind,  that  sings  so  loud  a  song! 

Seven  Times  One 

Jean  Ingelow 

There's  no  dew  left  on  the  daisies  and  clover, 

There's  no  rain  left  in  heaven; 
I've  said  my  "seven  times"  over  and  over — 

Seven  times  one  are  seven. 

I  am  old!  so  old  I  can  write  a  letter; 

My  birthday  lessons  are  done; 
The  lambs  play  always,  they  know  no  better; 

They  are  only  one  times  one. 

0  Moon!  in  the  night  I  have  seen  you  sailing, 
And  shining  so  round  and  low; 

You  were  bright;  ah,  bright!   but  your  light  is  failing; 
You  are  nothing  now  but  a  bow. 

You  Moon;  have  you  done  something  wrong  in  heaven, 
That  God  has  hidden  your  face? 

1  hope,  if  you  have,  you  will  soon  be  forgiven, 
And  shine  again   in  your  place. 

O  velvet  Bee!  you're  a  dusty  fellow, 
You've  powdered  your  legs  with  gold! 

O  brave  Marsh  Marybuds,  rich  and  yellow! 
Give  me  your  money  to  hold! 

O  Columbine!   open  your  folded  wrapper 
Where  two  twin  turtle-doves  dwell! 

0  Cuckoo-pint!  toll  me  the  purple  clapper, 
That  hangs  in  your  clear,  green  bell. 

And  show  me  your  nest  with  the  young  ones  in  it — 
I  will  not  steal  them  away, 

1  am  old!  you  may  trust  me,  Linnet,  Linnet, — 
I  am  seven  times  one  to-day. 


SECOND  GRADE  35 


The  Gladness  of  Nature 

William  Cullen  Bryant 

Is  this  a  time  to  be  cloudy  and  sad, 
When  our  mother  Nature  laughs  around; 

When  even  the  deep  blue  heavens  look  glad, 
And  gladness  breathes  from  the  blossoming  ground? 

There  are  notes  of  joy  from  the  hang-bird  and  wren, 
And  the  gossip  of  swallows  through  all  the  sky; 

The  ground-squirrel  gaily  chirps  by  his  den, 
And  the  wilding  bee  hums  merrily  by. 

The  clouds  are  at  play  in  the  azure  space, 

And  their  shadows  at  play  on  the  bright  green  vale 

And  here  they  stretch  to  the  frolic  chase, 
And  here  they  roll  on  the  easy  gale. 

There's  a  dance  of  leaves  in  that  aspen  bower, 
There's  a  titter  of  winds  in  that  beechen  tree, 

There's  a  smile  on  the  fruit,  and  a  smile  on  the  flower, 
And  a  laugh  from  the  brook  that  runs  to  the  sea. 

And  look  at  the  broad-faced  sun,  how  he  smiles 
On  the  dewy  earth  that  smiles  in  his  ray, 

On  the  leaping  waters  and  gay  young  isles; 
Ay,  look,  and  he'll  smile  thy  gloom  away. 


The  above  may  be  supplemented  by  poems  printed  in  previous  editions  of  the 
Course  of  Study  and  by  such  poems  as:  The  Wonderful  World,  William  Brightly 
Rands;  The  Little  Blue  Pigeon,  Eugene  Field;  November,  Take  Care,  Alice  Cary; 
First  Snow-Fail,  James  Russell  Lowell;  Lady  Moon,  Lord  Houghton;  Lullaby,  Sir 
Walter   Scott;   Young  Night  Thoughts,  Robert  L.  Stevenson. 


ARITHMETIC 

(See  Appendix) 

Continuation  and  enlargement  of  work  begun  in  first  grade. 
Keep  adding  to  the  visualizing,  ratios  and  problems  according  to  the  advance- 
ment of  the  class. 

Keep  up  a  constant  review,  using  the  old  facts  in  new  relations. 

Addition  combinations:  — 


2 

2 

2 

2 

2 

2 

2 

2 

0 

0 

O 

3 

3 

3 

0 

4 

4 

4 

2 

3 

4 

5 

6 

7 

8 

9 

3 

4 

5 

G 

7 

8 

9 

4 

5 

6 

4 

5 

6 

7 

8 

9 

10 

11 

6 

7 

8 

9 

10 

11 

12 

8 

9 

10 

4 

4 

4 

5 

5 

5 

5 

5 

6 

G 

6 

6 

7 

7 

7 

8 

8 

9 

7 

8 

9 

5 

6 

7 

8 

9 

6 

7 

8 

9 

7 

8 

9 

8 

9 

9 

11     12     13     10     11     12     13     14     12     13     14     15     14     15     16     1G     17     18 

These  combinations  should  be  memorized  and   drilled  upon  until  the  child  can 
give  answers  instantly. 


THIRD  GRADE 

Reading — Third   reader   and    supplement-     Language — Oral. 

ary  reading.  «    ,      ^  .„ 

Arithmetic — Oral.     Drill   on    combina- 

Spelling— From   reader   and    other    class  tions;    addition,  subtrac- 

work.  tion,  tables. 

Writing.  Geography — Oral. 

Textbooks — Reader. 
Correlation. — Same  as  second  grade. 

READING 

Purpose. —  (a)  To  gather  thought,     (b)  Expression,     (c)  "Word  study. 

The  child's  method  of  thought  in  third  grade  differs  essentially  from  that  of  the 
first  grade,  and  the  teacher's  plan  of  work  should  expand  to  fit  his  enlarged  com- 
prehension. In  addition  to  sight-knowing  of  his  own  vocabulary,  the  child  should 
now  study  many  unfamiliar  words  and  learn  to  comprehend  the  more  complex 
forms  of  sentences,  such  as  the  inverted  order,  simple  figures  of  speech,  and 
esthetic  conceptions.  The  child's  success  in  comprehending  these  will,  in  large 
degree,  determine  the  teacher's  success  in  developing  articulation,  flexibility,  and 
quality  of  voice — the  requisites  of  good  oral  expression. 

Require  pupils  to  give  substance  of  the  lesson  in  their  own  language,  always  oral. 

Give  much  drill  on  words  difficult  to  articulate;  such  as  ghosts,  mists,  rural, 
thistle,  government,  etc. 

supplementary  reading 

At  the  opening  of  the  fall  term,  for  supplementary  reading  have  pupils  read  at 
sight  some  second  reader  with  which  they  are  not  familiar. 

At  the  beginning  of  the  winter  term  reading  should  begin  to  have  culture 
values  more  and  more  and  the  mere  mechanics  of  reading  should  gradually  dis- 
appear. There  should  be  no  such  thing  as  "teaching  reading"  after  the  third 
grade.     Besides  the  regular  reader  used  draw  upon  the  library  books. 

ELEMENTARY    SOUNDS 

Continue  the  work  of  previous  grades.  (Teach  thoroughly  all  the  diacritical 
marks  as  given  in  Webster's  International.) 


SPELLING 

(See  second  grade) 

At  least  half  of  the  work  should  be  written. 

Spell  all  geographical  names  and  names  of  persons  that  occur  in  the  reader. 

Spell  words  in  classified  groups  as  follows:  parts  of  a  house,  kitchen 'utensils, 
garden  vegetables,  grains,  animals,  trees,  etc.  Also  group  words  ending  in  sion, 
Hon,  cion;  us,  ous;  ur,  ir,  er;  ance,  ants. 

There  should  be  some  study  of  primitive  and  derivative  words.  Some  of  the 
most  common  prefixes  and  suffixes  should  be  learned. 


THIRD  GRADE  37 


WRITING 

The  pen  can  be  taken  up  to  good  advantage  in  this  grade  if  the  work  in  the 
preceding  grades  has  been  well  done.  Begin  each  lesson  with  a  movement  drill — 
the  drill  that  logically  leads  up  to  the  letter  you  have  selected  for  practice.  If 
you  have  fifteen  minutes  for  writing,  use  five  minutes  for  movement  drill,  five 
minutes  for  the  letter,  and  five  minutes  for  the  word  containing  the  letter.  The 
outline  given  in  the  Appendix  can  be  covered  and  reviewed  during  the  year. 
Figures  should  have  attention  in  this,  and  the  following  grades.  Practice  only 
one  figure  at  a  time,  except  on  reviews,  using  the  same  movement  as  that  used 
for  the  letter. 

This  is  the  grade  to  fix  the  position  habit.  Little  will  be  done  in  the  following 
grades  by  children  who  have  a  poor  writing  position.  Read  instructions  for  the 
first  and  second  grades,  also  '"General  Information"  in  Appendix. 


LANGUAGE 

(See  Appendix) 

The  work  of  this  grade  should  be  an  expansion  of  the  work  of  the  preceding 
grades  along  similar  lines. 

Letter-writing  should  be  taught  throughout  the  grades. 

Have  pupils  keep  lists  of  new  words,  and  use  them  in  frequent  drills. 

In  connection  with  the  drill  in  verb-forms,  have  drills  in  the  use  of  adjectives 
and  adverbs,  but  these  drills  are  to  be  on  the  use,  rather  than  on  the  names  of 
adjectives  and  adverbs. 

Place  on  the  board  and  use  in  sentences  such  words  as: 

calm  calmly 

quick  quickly 

fierce  fiercely 

light  lightly 

heavy  heavily 

Give  drills  in  all  grades  on  the  correct  use  of  the  personal  pronouns  until  this 
use  becomes  mechanical  and  a  fixed  habit,  as, 

He  is  the  man  of  whom  I  spoke. 

It  is  I. 

Was  it  she? 

To  whom  did  you  tell  it? 

History  should  be  drawn  upon  for  language  material.  The  history  work  should 
center  about  great  characters.  In  the  first  four  grades,  stories  of  American  his- 
tory should  be  supplemented  by  the  myths  and  legends  of  the  Indians  and  the 
Norse  legends.  This  furnishes  many  opportunities  for  story-telling  and  descrip- 
tions. 

In  this  grade  may  be  begun  the  narration  of  portions  of  books  read,  and  short 
sketches  of  noted  characters  of  whom  the  pupils  have  read  or  heard. 

Suggested  Stories: 
Aesop's  Fables, 

Tales  from  the  Far  North,  P.  C.  Asbjornsen. 
Seven  Little  Sisters,  Andrews. 
Fifty  Famous  Stories,  Baldwin. 
Story  of  King  Arthur,  Brooks. 
Squirrels  and  Other  Fur  Bearers.  Burroughs. 
Fairies  and  Folk  of  Ireland,  Frost. 
Knights  of  the  Round  Table,  Frost. 
Annals  of  Fairyland,  J.  M.  Gibbons. 
Heroes,  Charles  Kingsley. 

Fairy  Tales  of  the  Brothers  Grimm,  Mrs.  Lucas. 
Little  Lame  Prince,  Mulock. 


38  STATE  MANUAL  AND  COURSE  OF  STUDY 

A  Dog  of  Flanders,  Ouida. 
Bimbi  Stories,  Ouida. 
Book  of  Legends,  Scudder. 
Bird's  Christmas  Carol,  Wiggins. 
Our  Little  Indian  Cousin,  Wade. 
Our  Little  Cuban  Cousin,  Wade. 


POEMS   TO   BE   MEMORIZED 

The  Bluebird 

Emily  Huntington  Miller 

I  know  the  song  that  the  bluebird   is  singing, 
Out  in  the  apple-tree  where  he  is  swinging: 
Brave  little  fellow!   the  skies  may  be  dreary: 
Nothin  cares  he  while  his  heart  is  so  cheery. 

Hark!  how  the  music  leaps  out  from  his  throat- 
Hark!   was  there  ever  so  merry  a  note? 
Listen  awhile,  and  you'll  hear  what  he's  saying, 
Up  in  the  apple-tree,  swinging  and  swaying. 

"Dear  little  blossoms,  down  under  the  snow, 
You  must  be  weary  of  winter,  I  know; 
Hark  while  I  sing  you  a  message  of  cheer — 
Summer  is  coming!  and  spring-time  is  here! 

"Little  white  snowdrop!  I  pray  you,  arise; 
Bright  yellow  crocus!   come,  open  your  eyes; 
Sweet  little  violets,  hid  from  the  cold, 
Put  on  your  mantles  of  purple  and  gold: 
Daffodils!    daffodils!    say,  do  you  hear? — 
Summer  is  coming!   and  spring-time  is  here!" 


The  Brown  Thrush 

Lucy  Larcom 

There's  a  merry  brown  thrush  sitting  up  in  a  tree; 

"He's  singing  to  me!   he's  singing  to  me!" 
And  what  does  he   say,  little  girl,  little  boy? 

"Oh,  the  world's  running  over  with  joy! 

Don't  you  hear?     Don't  you  see? 
Hush!     look!     In  my  tree 
I'm  as  happy  as  happy  can  be!" 

And  the  brown  thrush  keeps  singing,  "A  nest  do  you  see, 
And  five  eggs  hid  by  me  in  the  juniper  tree? 

Don't  meddle!     don't  touch!    little  girl,  little  boy, 
Or  the  world  will  lose  some  of  its  joy! 
Now   I'm  glad!    now   I'm  free! 
And  I  always  shall  be, 

If  you  never  bring  sorrow  to  me." 

So  the  merry  brown  thrush  sings  away  in  the  tree, 

To  you  and  to  me,  to  you  and  to  me; 
And  he  sings  all  the  day,  little  girl,  little  boy, 

"Oh,  the  world's  running  over  with  joy! 

But  long  it  won't  be, 
Don't  you  know?    Don't  you  see? 
Unless  we're  as  good  as  can  be." 


THIRD  GRADE  39 

i 

The  Barefoot  Boy 

John  Greenleaf  Whittier 

Blessings  on  thee,  little  man, 
Barefoot  boy,  with  cheek  of  tan! 
With  thy  turned-up  pantaloons 
And  thy  merry  whistled  tunes; 
With  thy  red  lip,  redder  still 
Kissed  by  strawberries  on  the  hill; 
With  the  sunshine  on  thy  face, 
Through  thy  torn  brim's  jaunty  grace: 
From  my  heart  I  give  thee  joy, — 
I  was  once  a  barefoot  boy! 
O  for  boyhood's  painless  play, 
Sleep  that  wakes  in  laughing  day, 
Health  that  mocks  the  doctor's  rules, 
Knowledge  never  learned  in  schools, 
Of  the  wild  bee's  morning  chase, 
Of  the  wild-flower's  time  and  place, 
Flight  of  fowl  and  habitude 
Of  the  tenants  of  the  wood; 
How  the  tortoise  bears  his  shell, 
How  the  woodchuck  digs  his  cell, 
And  the  ground  mole  sinks  his  well; 
How  the  robin  feeds  her  young, 
How  the  oriole's  nest  is  hung; 
Where  the  whitest  lilies  blow, 
Where  the  freshest  berries  grow, 
Where  the  ground-nut  trails  its  vine, 
Where  the  wood-grape's  clusters  shine; 
For,  eschewing  books  and  tasks, 
Nature  answers  all  he  asks; 
Hand  in  hand  with  her  he  walks, 
Face  to  face  with  her  he  talks, 
Part  and  parcel  of  her  joy, — 
Blessings  on  the  barefoot  boy! 

Child's  Evening  Prayer 

Sabine  Baring-Gould 

Now  the  day  is  over, 

Night  is  drawing  nigh, 
Shadows  of  the  evening 

Steal  across  the  sky. 

Now  the  darkness  gathers, 

Stars  begin  to  peep, 
Birds  and  beasts  and  flowers 

Soon  will  be  asleep. 

Through  the  long  night-watches 

May  Thine  angels  spread 
Their  white  wings  above  me, 

Watching  round  my  bed. 

When  the  morning  wakens, 

Then  may  I  arise 
Pure  and  fresh  and  sinless 

In  Thy  holy  eyes. 


40  STATE  MANUAL  AND  COURSE  OF  STUDY 


The  Lost  Doll 


Charles  Kingsley 

I  once  had  a  sweet  little  doll,  dears, 

The  prettiest  doll  in  the  world; 
Her  cheeks  were  so  red  and  so  white,  dears, 

And  her  hair  was  so  charmingly  curled. 
But  I  lost  my  poor  little  doll,  dears, 

As  I  played  on  the  heath  one  day; 
And   I  cried  for  her  more  than  a  week,  dears, 

But  I  never  could  find  where  she  lay. 

I  found  my  poor  little  doll,  dears, 

As  I  played  on  the  heath  one  day; 
Folks  say  she  is  terribly  changed,  dears, 

For  her  paint  is  all  washed  away, 
And  her  arms  trodden  off  by  the  cows,  dears, 

And  her  hair  not  the  least  bit  curled; 
Yet  for,  old  sake's  sake,  she  is  still,  dears, 

The  prettiest  doll  in  the  world. 


The  above  may  be  supplemented  by  poems  printed  in  previous  editions  of  the 
Course  of  Study  and  by  such  poems  as,  The  Fountain,  James  R.  Lowell;  Don't 
Give  Up,  Phoebe  Cary;  In  School  Days,  John  G.  Whittier;  Village  Blacksmith, 
Henry  W.  Longfellow;  Afternoon  in  February,  Longfellow;  The  Months,  Sara 
Coleridge;    Majorie's  Almanac,  T.  B.  Aldrich. 


ARITHMETIC 

(See  Appendix) 

If  the  work  of  the  previous  grades  has  been  rightly  carried  on,  there  will  be 
a  tendency  to  look  at  things,  to  handle  them,  to  compare  them,  and  to  express 
freely  what  is  discovered.  Continued  growth  requires  continued  fostering  of 
this  disposition.  The  mind  that  is  not  exercised  in  observing  and  comparing 
loses  power  to  picture  conditions  and  to  see  things  as  they  are.  Growing  power 
to  judge   involves   continued   sensing,  imaging  and   expressing. 

The  work  in  elementary  mathematics  should  put  the  learner  in  possession  of 
the  simple  relations  by  means  of  which  the  relations  beyond  the  range  of  pre- 
ception  may  be  indirectly  established.  The  possession  of  simple  relations  does 
not  grow  out  of  the  expression  of  relations,  nor  out  of  the  observation  of  one 
or  two  things,  but  out  of  many  experiences  in  which  the  relations  are  felt  as 
stated  in  the  first  grade.  By  exercising  ourselves  upon  things  which  lie  within 
the  range  of  sense,  we  obtain  the  relations  of  things  which  lie  beyond.  Economic 
work  implies  the  quickening  of  the  faculties  in  all  lines  of  effort.  Train  the 
senses  to  act  quickly   and  correctly.     Doing  then  follows  naturally. 

Drill  work  in  visualizing  should  be  a  means  of  increasing  mental  power  by 
training  the  eye  to  quickness  and  accuracy,  and  the  mind  to  attend  closely  and 
image  vividly.  Too  much  stress  cannot  be  laid  upon  accurate  and  rapid  work 
in  fundamental  operations,  accomplished  only  by  drill  in  visualizing.  Stress 
is  placed  upon  fundamental  combinations  and  processes.  These  must  be  thorough- 
ly mastered,  as  they  constitute  the  Foundation  upon  which  the  entire  superstruc- 
ture of  mathematics  rests. 
Continue  and   enlarge  on  all    ratio  work  of  second  grade. 

Ratios  of  time 

1.     Draw  lines  representing  2  mo.,  4  mo.,  6  mo,,  8  mo.,  10  mo.,  1  year. 


THIRD  GRADE  41 


2.  Point  to  the  different  lin<°s  and  tell  what  each  represents. 

3.  Tell  all  you  can  about  the  relations   of  these  periods  of  time. 

4.  Each   line   represents   what   part   of   a   year? 

5.  Make  sentences  like  this:     The  sum  of  2  mo.  and  4  mo.  equals  6  mo. 

ti.     What  is  the  relation  of  2  mo.  to  each  of  the  other  periods  of  time?     Of  4 
mo.?    Of  6  mo.?     Of  8  mo.?     Of  10  mo.?     Of  1   yr.? 

7.  How  many  6  ino.  in  a  yr.?     How  many   4  mo.?     How  many  3  mo.?    How 
many   2  mo.? 

8.  6   mo.   equals  what   part  of  a  year?      4    mo.    equals   what   part  of  a   year? 
2  mo.  equals  what  part  of  a  year? 

9.  What  equals  V2   year?     y3   yr.?     M   yr.?     %  yr.?     %  yr.?     %   yr.? 

10.  Make  sentences  like  this:  2  is  the  relation  of  4  mo.  to  2  mo.;  of  8  mo. 
to  4  mo. 

11.  3  is  the  relation  of  what  to  2  mo.?     Of  what  to  4  mo.? 

12.  %  is  the  relation  of  what  to  1  year?     Of  what  to  y2  year? 

13.  If  a  boy  lives  in  a  city  10  mo.,  what  part  of  the  year  does  he  live  in  the 
country? 

14.  The  rent  of  a  house  for  3  mo.  is  $100.  How  many  hundred  dollars  is  the 
rent  for  1  yr.? 

15.  Willie  spent  %  of  a  year  with  his  aunt  in  Boston.  How  many  months  did 
he  spend  there? 

16.  Cover  the  lines  and  review. 

1.  What  is  the  ratio  of  1  yr.  to  2  mo.?  To  2  X  2  mo.?  To  3  X  2  mo.?  To 
4X2  mo.?     To  5  X  2  mo.? 

2.  Fred  puts  an  equal  amount  of  money  into  his  bank  every  month.  At  the  end 
of  the  year  he  will  have  how  many  times  as  much  as  at  the  end  of  6  mo.?  As 
at  the   end   of  3   mo.? 

3.  If  he  saves  $V>  a  month,  how  many  %1/2,  will  he  save  in  1  yr.?  How  many 
dollars? 

4.  If  Fanny  reads  a  book  every  month,  how  many  does  she  read  in  %  of  a  year? 

5.  %  of  a  year  equals  how  many  times  4  mo.? 

The  money  a  man  earns  in  8  mo.  equals  how  many  times  the  money  he  earns  in 
y3  of  a  year? 

6.  If  you  attend  school  10  months  of  a  year,  how  many  months'  vacation  do 
you  have? 

7.  How  many  more  months  of  school  than  of  vacation? 

8.  2  mo.  equals  what  part  of  10  mo.?     6  mo.  equals  what  part  of  10  mo.? 

9.  Frank  lived  in  St.  Louis  4  mo.,  which  equals  ys  of  the  time  he  lived  in 
Chicago.     How  long  did  he  live  in  Chicago? 

10.  Lucy  is  10  yr.  old  and  Carrie  4  yr.  Lucy  is  how  many  years  older  than  Carrie? 
Carrie  is  how  much  younger  than  Lucy?  In  how  many  years  will  Carrie  be  as 
old  as  Lucy  now  is? 

In   the  same  manner  treat   the  following: 

Ratios   of   time — using  the    clock   and   then    drawing   lines   to   represent   24    hr„ 
Vo,  14,  and  %  of  24  hrs. 
Ratios  of  length — using  the  yard  and  foot. 
Ratios  of  weight — using  the  pound   and    y2   lb.,    '  1    lb.,   %    lb, 
Ratios  of  value — using  moneys  of  different  value. 
Ratios  of  volume — pint,  quart,  gallon,  peck,  bushel. 
Ratios  of  triangles  and   rectangles — draw  large  diagram  on   blackboard. 

6 


42  STATE   MANUAL  AND  COURSE  OF  STUDY 

Ratios — imaging 

6     12     18     24     30     36     42     48   <M     60     66     72 

1       2       3       4       5       6       7       8       9     10    "11     12 
6  is  the  ratio  of  6  to  1;   of  12  to  2;  etc. 

This  should  be  carried  on  to  1-9  is  the  ratio  of  9  to  81. 

Simple,  necessary  relations  are  easily  perceived  and  fixed  by  use.  Good  teaching 
induces  through  varied  activities  the  clear,  elementary  ideas  which  make  possible 
correct  and   rapid  judgments  in  more  complex  work. 

Review  all  combinations  learned  in  second  grade.  In  visualizing  do  not  give 
the  child  more  than  he  can  assimilate.  Constant  drill  is  the  only  means  of  ac- 
complishing the  desired  results. 

The  work  of  the  third  year  includes  the  mastery  of  the  process  of  addition  and 
subtraction,  using  simple  combinations  but  always  working  for  accuracy  and 
rapidity.  The  multiplication  tables  as  far  as  9X9  should  be  a  part  of  each 
child's  consciousness.  First  develop  the  tables  by  use  of  blocks,  rectangles,  etc. 
Then  drill  each  day  until  they  become  thoroughly  fixed  in  the  child's  mind.  The 
ratio  work  given  above,  using  objects,  blocks,  measures  of  length,  volume,  and 
value,  will  be  the  beginning  of  division  and  fractions.  Visualizing  and  drill 
will  make  the  pupil  correct  and  rapid.  At  the  end  of  the  third  year,  children 
should   be   able  to  give   rapidly   answers  to  examples   like   the   following: 

Subtraction 
562  830  932 

278  678  696 


GEOGRAPHY 

(See  Appendix) 

Fall 

Introduction  to  the  study  of  seasons;    from  the  opening  of  school  to  about 
September  23.  the  autumnal  equinox. 

(1)  Several   lessons    on   the   relation    of   changing  seasons   to   the   life  of 

the  pupils;  their  games  as  influenced  by  seasons;  their  food  and 
clothing    at   different   seasons. 

(2)  Effect   of   changing  seasons    upon    the   occupations   of   their   parents; 

first  bring  out  what  the  children  already  know;  then  stimulate  them 
to  look  about  them  and  discover  what  people  are  doing  because 
winter  is  approaching. 

(3)  Effect  of  changing  seasons  upon  animal  life;    first  what  the  children 

already  know,  then  observations  to  discover  how  various  animals 
prepare  for  winter,  such  as  thicker  fur,  storing  up  of  food,  building 
of  houses,  etc.  Study  the  migration  of  birds;  what  birds  stay  all 
winter;   what  ones  migrate;  why  do  they  migrate,  etc. 

(4)  Effect   of   changing  seasons   upon   vegetation;    again  bring   out   what 

the    children    already    know,    then    set    them    to    observing    vegeta- 
tion   to    find    more    about    the    effect    of    seasons    upon    vegetation; 
such  as  the  trees  that  lose  their  leaves   in  winter,  those  that  are 
evergreen,  the  first  to  turn  red  in  autumn,  etc.     All  of  the  observa- 
tions suggested  above  to  be  carried  throughout  the  year. 
Observation  of  the  sun's  apparent  path  across  the  sky;    time   and   direction 
of  sunrise   and   sunset,  length   of   day   and   night,  noon   angle  of  the  sun 
above  the  southern  horizon  on  the  autumnal  equinox.     After  these  observa- 
tions have  been  made  call  frequent  attention  as  the  weeks  go  by  to  where 
the  sun  is  rising,  setting  and  where  it  is  at  noon  so  as  to  bring  out  that 
thp  days  are  getting  longer,  the  nights  shorter  and  the  sun's  rays  more 
slant  in;- 


THIRD  GRADE  43 

Observation  of  weather  changes;  the  object  is  to  discover  how  changing 
direction  of  the  wind  causes  weather  changes;  what  winds  give  us  warm 
weather  with  clouds  and  rain ;  what  winds  give  clear  or  clearing  weather 
with  low  temperatures;  what  winds  give  the  heaviest  snow  fall.  Keep 
a  weather  chart. 

Study  of  the  maps  of  the  schoolroom,  school  grounds,  and  school  district. 
Be  sure  in  the  use  of  these  maps  that  pupils  do  not  use  symbols  on  the 
maps  until  they  know  well  the  things  for  which  the  symbols  stand. 
Drill  on  the  telling  of  directions  from  the  map,  the  use  of  scale,  etc. 
When  trips  are  taken  to  some  valley  or  hill,  delta,  etc.,  be  sure  to  take 
the  map  of  the  region  along,  making  frequent  stops  for  the  pupils  to 
point  out  where  they  are  on  the  map. 

Study  of  the  land  and  water  forms  of  the  district;  find  and  visit  examples 
of  valley,  hill,  slope,  divide,  plain,  alluvial  fan,  delta,  flood  plain,  creek, 
river,  etc.  Do  not  teach  the  definitions  of  these  terms.  Let  the  pupils 
make  their  own  definitions  if  any  are  needed.  All  that  is  needed  is  that 
pupils  shall  know  a  delta  when  they  see  one  or  imagine  one  when  they 
hear  the  name.  There  is  no  more  need  for  their  defining  a  river, 
alluvial  fan,  hill,  etc.,  than  there  is  for  defining  an  automobile  or  a  street 
car.  If  these  land  and  water  forms  do  not  occur  in  the  district  they 
may  be  taught  by  means  of  pictures. 

Study  of  the  occupations  of  the  school  district: 

(1)  Agriculture — Why  necessary,  the  gathering  of  crops,  chief  crops  raised 

in  the  district,  crops  and  soils,  uses  made  of  these  crops  by  the 
farmer,  what  he  does  with  his  surplus  after  his  own  wants  are 
supplied. 

(2)  Commerce — Where  does  the  farmer  go  to  find  a  market  for  his  sur- 

plus products;  why  not  sell  them  to  his  neighbors;  show  how  com- 
merce grows  out  of  needs  and  wants  of  people  which  in  turn  arise 
out  of  differences  of  occupations;  necessity  for  transportation,  value 
of  good  roads,  chief  exports  and  imports  of  the  district. 

(3)  Manufacturing — Why  necessary,  need  of  power,  machinery,  labor,  raw 

material.  Study  the  threshing  machine  or  clover  huller  when  it 
visits  the  district,  and  any  other  forms  of  manufacturing  in  the 
district. 


Observational  work  on  changing  seasons,  watch  their  effect  upon  the  occupa- 
tion of  people,  animals,  and  vegetation  continued.  Try  to  bring  out 
how  the  shorter  days,  longer  nights  and  more  slanting  rays  of  the  sun 
cause  winter  to  be  colder  than  autumn.  Do  not  tell  the  children  this 
but  lead  them  to  discover  it.  Call  attention  to  the  winter  occupations  of 
the  farmer,  especially  the  commercial  side  of  his  life,  the  hauling  of 
wood,  hay,  etc.,  to  town. 

World  relations  or  comparative  home  geography — There  are  many  things 
that  the  children  need  to  know  for  which  the  home  region  furnishes  no 
good  examples  that  can  be  studied  by  observation.  These  are  to  be 
brought  out  in  the  study  of  other  regions  by  means  of  descriptions  and 
pictures.  The  following  and  other  regions  are  to  be  studied  also  to  give 
meaning  to  the  symbols  on  the  globe  when  they  are  studied  in  the  next 
grade.  Read  the  Appendix  carefully  on  this  point.  The  following  list  of 
regions  are  only  suggestive.  Other  regions  may  be  added  but  the  ob- 
servational work  for  the  term  should   not  be  neglected. 

(1)  Life  in  cold  regions,  Greenland  and  the  Esquimaux. 

(2)  Life  in  mountains,  Switzerland. 

(3)  Life  in  lowlands,  Holland. 

(4)  Life  in  deserts,   Sahara,  Central  Asia. 

(5)  Life   in   semi-arid   regions,  irrigation,    etc.,    California    and    western 

United  States. 

(6)  Life  on  great  grass  lands,  Australia,  Argentina. 

(7)  Life  in  tropical  rain  forests,   Amazon  valley. 

(8)  Life  along  sea   coasts,  Norway. 

(9)  Life  in  China  or  Japan. 


44  STATE   MANUAL  AND  COURSE  OF  STUDY 

(10)  Life  of  miners,  coal  in  Pennsylvania,  or  iron  in  Michigan.  Use 
pictures  freely  to  illustrate  these  regions.  Emphasize  how  differ- 
ently people  live  in  different  regions  because  the  environment  is 
different.  Do  not  use  maps  in  this  grade  to  show  where  these 
regions  are.  This  work  is  in  preparation  for  the  use  of  the  globe 
and  map  in  the  next  grade.  Say  that  these  countries  are  in 
Europe  or  Asia  on  the  other  side  of  great  bodies  of  water  known 
as  the  Atlantic  or  Pacific  oceans.  Some  of  the  above  work  may 
extend  over  into  the  spring  term. 

SPRING 

1.  Observational    work    upon    season    and    weather    continued — Summarize    the 

result  of  the  year's  study  of  the  sun's  apparent  paths  across  the  sky, 
bringing  out  why  summer  is  warmer  than  winter  and  why  the  seasons 
change. 

2.  Continue  and  extend  the  map  of  the  local  region  putting  in  streams,  hills, 

roads,  buildings,  etc. 

3.  Especial  emphasis  should  be  placed  upon  the  work  of  running  water  at  this 

time  of  the  year;  how  it  cuts  gullies  and  valleys,  carries  heavy  loads  of 
mud  and  sand,  forming  deltas  in  mud  puddles,  alluvial  fans  at  the  base 
of  steep  slopes.  Show  the  children  that  the  surface  of  the  land  is  not 
fixed  and  unchanging,  but  is  slowly  modified  by  various  forces. 

4.  Make  also  a  special  study  of  the  work  of  the  farmer  at  this  season.     Study 

soils  while  the  fields  are  being  plowed  in  the  spring,  heavy  soils,  lisiht 
soils,  muck  soils,  the  origin  of  soils  by  the  weathering  of  rocks,  the 
relation  of  the  soils  to  the  crops  planted.  Why  crops  must  be  fertilized, 
cultivated,  etc. 


FOURTH  GRADE 

Reading — Third    reader    (different    series  Language — Oral, 
from   third   grade)    and  sup- 
plementary reading.  Arithmetic— Oral.     Complete  combina- 
t-.                 a       „„a    ~*i,™    ,,.,00  tions   and    tables;    teach 

SPELUNG-From    reader   and    other   class  fundamental  processes. 

work. 

Wrting.  Geography — Textbook. 

Textbooks — Reader  and  geography. 
Correlation — In  general,  combine   all   the   work  of  this  grade. 

READING 

Purpose — The  same  as  in  third  grade. 

Continue  third  grade  methods,  giving  special  attention  to  exact  meaning. 
Change  words,  punctuation  and  emphasis,  then  let  pupils  state  the  changes  made 
in  shade  of  thought. 

Teach  pupils  hew  to  use  the  dictionary,  and  as  far  as  possible  have  each  own 
a  small  copy.  Assign  a  word  each  day  for  study  with  reference  to  pronuncia- 
tion, spelling,  derivation,  and  meaning.  Weave  this  into  the  pupils  vocabulary 
by  having  him  use  it  in  conversation,  not  only  once,  but  several  times.  Review 
each  Friday,  testing  the  pupil's  ability  to  use  in  conversation  and  writing,  the 
words  learned  during  the  week.  The  avidity  with  which  pupils  do  such  work 
shows  how  much  they  appreciate  their  extended  horizon. 

Reading  and  language  should  be  welded  in  this  year.  Do  this  by  using  the 
reading  work  as  a  basis  for  language. 

SUPPLEMENTARY    READING 

This  should  include  myths,  American  history  stories,  poems  of  nature,  of  patriot- 
ism and  of  moral  sentiment.     (See  Library  List.) 

ELEMENTARY    SOUNDS 

Familiarize  pupils  with  all  the  diacritical  marks.  Have  daily  marking  of  words 
until  pupils  are  proficient. 

SPELLING 

Same  as  second  and  third  grades.  If  the  reader  used  is  not  fitted  for  spelling 
exercises,  a  speller  may  well   be  introduced  in  this  grade. 


WRITING 

The  simple  movement  drills  given  in  the  outline  should  be  fairly  well  mastered 
in  this  grade.  The  capitals  should  be  written  with  freedom  and  a  fair  degree  of 
speed.  Give  the  pupils  special  drills  on  writing  their  names,  and  difficult  letters? 
and  joinings. 

As  the  written  work  increases,  so  will  bad  habits  if  pencils  are  entirely  used 
Encourage  the  use  of  the  pen  for  all  written  work,  and   in  some  cases   insist  on 


40  STATE  MANUAL  AND  COURSE  OP  STUDY 

its  exclusive  use.  No  progress  will  be  made  if  the  teacher  accepts  careless  work. 
Follow  methods  for  preceding  grades.  The  writing  in  this  grade  should  be  smaller 
than  that  of  the  third  grade,  about  standard  size. 


LANGUAGE 

(See  previous  grades) 

In  this  grade  pupils  may  reasonably  be  expected  to  be  able  to  relate  an  incident, 
tell  a  story,  or  describe  an  object  interestingly  and  with  a  certain  amount  of 
discrimination  in  the  selection  of  words. 

The  children  should  be  taught  to  investigate  the  industrial  world  about  them, 
in  its  resources,  products,  manufactures  and  commerce,  and  something  of  its 
machinery  and  how  it  is  manipulated,  and  the  various  processes  of  manufacture. 
Their  curiosity  should  be  aroused  in  steam,  electricity  and  inventions.  These 
observations,  intelligently  directed,  will  yield  an  abundance  of  material  for  narra- 
tive and  description. 

Through  the  directed  study  of  literature,  pupils  will  acquire  the  power  of 
visualizing  places,  people  and  conditions.  In  geography,  imaginary  journeys, 
visits  to  other  lands  and  cities,  river-trips  and  lake-trips,  will  further  develop 
the  powers  of  visualization.  This  work  should  lead  to  the  acquisition  of  a  rich 
vocabulary  and  a  power  of  correct,  fluent  speech. 

Never  allow  loosely  constructed,  carelessly  arranged  sentences.  Watch  the 
tendency  to  run  words  into  one  another,  or  to  drop  the  final  consonant. 

Exercises  like  the  following  will  lead  to  ability  to  discriminate  in  the  choice 
of  words.  Put  the  word  ivalk  on  the  board  and  let  the  pupils  make  a  list  of  words 
expressing  similar  movement,  as  trot,  pace,  strut,  jog,  stride,  stroll,  canter,  etc. 
Make  similar  lists  for,  talk,  price,  gloomy,  weak,  etc. 

Have  poems  written  from  memory  and  prose  selections  copied  carefully. 

Name  the  words  that  best  describe  sounds,  odors,  tastes,  and  the  different  sensa- 
tions. 

Through  visualization  and  dictation  exercises,  teach  the  use  of  capitals  and 
punctuation    marks;    apostrophe,   quotation   marks,   margins   and    indentations. 

A  suggestive  list  of  nature  stories,  myths,  fairy  tales,  history  and  literature: 

Ten  Boys,  Andrews. 

Story  of  Roland,  Baldwin. 

True  Story  of  George  Washington,  E.  S.  Brooks. 

Revolutionary  Stories,  Ed.   Century  Co. 

First  Book  of  American  History,  E.  E.  Eggleston. 

Boy  life  of  Napoleon,  Eugenie  Fos. 

Magna  Charta  Stories,  Arthur  Gilman. 

King    Arthur   and    His   Court,    Greene. 

Story  of  the  Thirteen  Colonies,  Guerber. 

Wigwam  Stories,  M.  C.  Judd. 

Jungle  Book,  Kipling. 

Famous  Legends,  E.  G.  Krummelin. 

Fairy   Books,  Arthur  Lang. 

First  Book  of  Birds,  Olive  Thorne  Miller. 

Stories  of  the  Bible,  Margaret  Sangster. 

Children  of  the  Cold,  Schwatka. 

Fanciful  Tales,  Stockton. 

Boys  of  Other  Countries,  Bayard  Taylor. 


FOURTH  GRADE  47 

POEMS    TO    BE    MEMORIZED 

September 

Helen  Hunt  Jackson 

The  goldenrod  is  yellow, 

The  corn  is  turning  brown, 
The  trees  in  apple  orchards 

With  fruit  are  bending  down. 

The  gentian's  bluest  fringes 

Are  curling  in  the  sun, 
In  dusty  pods  the  milkweed 

Its  hidden  silk  has  spun. 

The  sedges  flaunt  their  harvest, 

In  every  meadow   nook, 
And  asters  by  the  brookside 

Make  asters  in  the  brook. 

From  dewy  lanes  at  morning 

The  grapes'  sweet  odors  rise, 
At  noon  the  roads  all  flutter 

With  yellow  butterflies. 

By  all  these  lovely  tokens, 

September  days  are  here, 
With  summer's  best  of  weather, 

And  autumn's  best  of  cheer. 


A  Child's  Thought  of  Mod 

Elizabeth   Barrett    Browning 

They  say  that  God  lives  very  high! 

But  if  you  look  above  the  pines 
You    cannot  see   our   God.     And   why? 

And  if  you  dig  down  in  the  mines 
You  never  see  Him  in  the  gold, 
Though  from  Him  all  that's  glory  shines. 

God  is  so  good,  He  wears  a  fold 

Of  heaven  and  earth  across  His  face — 
Like  secrets  kept,  for  love,  untold. 

But  still   I  feel  that  His  embrace 

Slides  down  by  thrills,  through  all  things  made, 
Through  sight  and  sound  of  every  place; 

As  if  my  tender  mother  laid 

On    my  shut   lids,   her   kisses'   pressure, 

Half  waking  me  at  night;    and   said, 

"Who  kissed  you  through  the  dark,  dear  guesser?' 


48  STATE   MANUAL  AND  COURSE  OF  STUDY 


The  Children's  Hour 

Henry  Wadstoorth  Longfellow 

Between  the  dark  and  the  daylight, 
When  the  night  is  beginning  to  lower. 

Comes  a  pause  in  the  day's  occupations 
That  is  known  as  the  Children's  Hour. 

I  hear  in  the  chamber  above  me 

The  patter  of  little  feet, 
The  sound  of  a  door  that  is  opened, 

And  voices  soft  and  sweet. 

From  my  study  I  see  in  the  lamplight. 
Descending  the  broad  hall  stair, 

Grave  Alice  and  laughing  Allegra, 
And  Edith  with  golden  hair. 

A  whisper,  and  then  a  silence; 

Yet  I  know  by  their  merry  eyes, 
They  are  plotting  and  planning  together 

To  take  me  by  surprise. 

A  sudden   rush  from  the  stairway, 
A  sudden  raid  from  the  hall! 

By  three  doors  left  unguarded 
They  enter  my  castle  wall! 

They  climb  up  into  my  turret. 

O'er  the  arms  and  back  of  my  chair; 

If  I  try  to  escape,  they  surround  me; 
They  seem  to  be  everywhere. 

They  almost  devour  me  with  kisses, 
Their    arms    about    me    entwine, 

Til)  I  think  of  the  Bishop  of  Bingen 
In  his  Mouse-Tower  on  the  Rhine. 

Do  you   think,  O  blue-eyed  banditti, 
Because  you  have  scaled  the  wall, 

Such  an  old  mustache  as  I  am 
Is  not  a  match  for  you  all? 

I  have  you  fast  in  my  fortress, 
And  will  not  let  you  depart, 

But  put  you   down  into  the  dungeon 
In  the  round  tower  of  my  heart. 

And  there  will  I  keep  you  forever, 

Yes,  forever  and  a  day, 
Till   the  walls  shall  crumble  to  ruin, 

And  molder  in  dust    iway. 


Days  of  the  Month 

"Thirty   days  hath   September, 
April,  June,  and  November; 
All   the   rest  have  thirtj  one 
Save  February,  which  alone 
Has   twenty-eight,   but  one  day 
We  add   to   it  one   year   in    four. 


FOURTH  GRADE  49 


Sweet  and  Low 

Alfred  Tennyson 

Sweet  and  low,  sweet,  and  low, 

Wind  of  the  western  sen, 
Low.  low,  breathe  and  blow. 

Wind  of  the  western  sea! 
Over  the  rolling  waters  go; 
Come  from  the  dying-  moon,  and  blow, 

Blow  him  again  to  me; 
While  my  little  one.  while  my  pretty  one,  sleeps. 

Sleep  and  rest,  sleep  and  rest; 

Father  will  come  to  thee  soon. 
Rest,  rest  on  mother's  breast; 

Father  will  come  to  thee  soon. 
Father  will  come  to  his  babe  in  the  nest; 
Silver  sails  all  out  of  the  west. 

Under  the  silver  moon; 
Sleep,  my  little  one,  sleep  my  pretty  one.  sleep. 

The  above  may  be  supplemented  by  poems  printed  in  previous  editions  of  the 
Course  of  Study  and  by  such  poems  as  The  Mountain  and  the  Squirrel.  Ealph  W. 
Emerson;  Paul  Revere's  Ride,  Children,  Daybreak,  An  April  Day,  Henry  W.  Long- 
fellow; The  Corn  Song,  John  G.  Whittier;  The  Old,  Old  Lady,  H.  C.  Bunner; 
The  Snow  Song,  George  Cooper;  The  Wind  in  a  Frolic,  William  Howitt;  O  Lady 
Moon,  Christina  G.  Rossetti;   March,  William  Wordsworth. 


ARITHMETIC 

Note:  — 

Aim — Accuracy  and   rapidity. 
Required  work. 

All   multiplication  tables  as  far  as  12   X    12. 

Addition. 

Subtraction. 

Multiplication. 

Division. 

Methods  for  drill   in  abstract  work. 

The  teacher  should  write  problems  on  the  hoard  and  the  children  give  answers 
The  drill  work  should  be  rapid.  The  example  should  he  erased  immediately  after 
it  is  written,  before  the  answer  is  given.  The  teacher  should  write  the  figures 
large  enough  to  be  seen  across  the  room. 

All  work  in  arithmetic  depends  upon  the  addition  and  subtraction  combinations 
and  the  multiplication  tables.  Therefore,  a  portion  of  each  recitation  should  be 
devoted  to  rapid   drills   in  this. 

Subtraction: 

Drill  on  subtraction  combinations.  These  combinations  are  the  same  as  in 
addition,  but  the  pupils  should  think  the  difference  instead  of  the  sum.  When  this 
years'  work  is  completed  the  children  should  be  able  to  subtract  rapidly  examples 
like  the  following: 

4201  8320 

— 2fi79         —6873 


50  STATE   MANUAL  AND  COURSE  OF  STUDY 

Mental  drills: 

Visualize  rapidly  examples  in  multiplication,  thus: 
467  832  536 

7  6  9 


Visualize  rapidly  examples  in  division,  thus: 
6)8735  5)9324 


Oral  thought  problems  involving  the  above  processes  may  now  be  given  but 
should  relate  to  existing  conditions  in  industrial,  commercial,  governmental  and 
social  life. 


GEOGRAPHY 

(See  Appendix  for  general  directions) 

In  most  schools  a  two  book  series  of  textbooks  is  used.  The  elementary  or 
first  book  should  be  taken  up.  Partly  as  a  review  of  the  work  of  the 
third  grade  and  also  to  cover  topics  that  may  have  been  omitted  in  the 
third  grade,  the  chapters  preceding  world  relations  or  world  geography 
should  be  carefully  studied.  These  chapters  deal  with  the  forms  of  land 
and  water,  soils,  the  work  of  running  water,  climate,  weather,  commerce, 
industries,  etc. 

Globe  lessons — four  to  six  weeks.  When  the  study  of  the  globe  has  been 
completed  every  pupil  should  be  able  to  point  out  and  name  the  various 
continents  and  oceans  and  some  of  the  more  important  countries,  seas, 
gulfs,  rivers,  etc.;  tell  directions  on  the  globe;  find  latitude  and 
longitude;  use  scale  of  the  globe  in  finding  distances;  know  the  location 
of  the  zones  and  something  of  their  climate.  The  portions  of  the  text 
dealing  with  the  earth  as  a  globe  should  then  be  covered. 

Transition  from  globe  to  map.  Study  of  North  America  and  the  United 
States.  Emphasize  place  geography.  Cultivate  the  atlas  or  map  habit. 
Use  outline  or  base  maps  to  fix  in  the  pupil's  mind  the  location  of  places. 
Bring  out  the  relation  of  life  to  environment;  what  the  people  do  and 
why,  how  they  live  and  why.  Supplement  the  text  by  out-of-door  observa- 
tions, stories,  pictures,  supplementary  readers. 


FIFTH   GRADE 

Reading — Fourth  reader.  Language — Oral. 

Spelling — Textbook.  Arithmetic — First  book. 

Penmanship.  Geography — Textbook. 

Textbooks — In  branches  as  above. 

Correlation — In  the  primary  work  correlation  begins  by  uniting  the  work  of 
reading,  first  with  language,  then  with  numbers,  etc.,  until  in  the  fourth  grade 
the  whole  work  becomes  a  unit.  In  this  grade  and  succeeding  ones  care  should 
be  taken  that  in  each  subject  taught,  the  threads  reaching  to  other  subjects  be 
woven  together  so  that  the  pupil's  knowledge  shall  be  like  a  cable  with  no  strands 
swinging  loosely  about,  but  with  each  one  helping  to  give  strength  and  symmetry 
to  all. 

In  physiology  fifth  and  sixth  grades  should  do  the  same  work,  reciting  but 
twice  each  week  if  school  is  large,  alternating  with  grammar  and  geography. 
Special  attention  should  be  given  to  hygiene,  ventilation  and  narcotics. 

READING 

Purpose — (a)  To  perfect  oral  expression,  (b)  To  gain  knowledge  and  to  culti- 
vate a  taste  for  good  literature. 

Up  to  this  time  the  main  object  has  been  to  teach  to  read,  but  the  work  of  the 
fifth  grade  should  be  more  comprehensive  and  assume'  more  of  a  literary  character. 
Study  carefully  all  the  selections  in  the  reader,  noting  important  historical  and 
rhetorical  allusions. 

SUPPLEMENTARY    READING 

The  work  suggested  in  the  fourth  grade  should  be  continued,  adding  biography 
of  great  Americans. 

Noted  authors  may  be  studied  in  a  limited  way;  when,  where  and  how  tiny 
lived.     If  possible,  some  of  their  important  works  should  be  discussed. 

A  fourth  reader  of  an  unfamiliar  series  may  be  profitably  used  for  sight  read- 
ing. 

Note. — Tupils  should  he  encouraged  to  make  free  use  of  the  dictionary.  Far  convenience 
have  a  dictionary  shelf  from  which  the  book  is  seldom  taken,  but  to  which  the  pupils  may 
go    without   special    permission. 

SPELLING 

If  not  already  introduced,  a  speller  should  now  bo  used.  No  one  method  can  be 
said  to  be  the  only  one,  but  from  this  point  the  teaching  of  spelling  involves  more 
than  the  mere  conning  of  letters.  It  is  of  little  value  that  pupils  spell  words 
which  they  cannot  use.  Hence,  use  of  words  in  sentences  should  form  one  of  the 
important  parts  of  the  work.  Their  meaning,  derivation  and  growth  should  also 
receive  attention.     It  is  not  to  be  understood  from  this  that  every  new  word  should 


52  STATE   MANUAL  AND  COURSE  OF  STUDY 

be  thus   studied,  but  enough   such    work  should   be   done   to   give  pupils   a  taste 
for  it. 

Another  and  very  important  result  from  such  study  as  secures  accurate 
spelling  is  the  resulting  mental  discipline.  Accuracy  signifies  power  of  concentra- 
tion,— the  power  that  distinguishes  the  scholar. 

Method: 

Most  of  the  spelling  should  be  written.  Oral  spelling  may  be  used  about  twice 
a  week  for  review  and  drills  in  pronunciation  and  articulation.  In  such  work 
insist  that  every  word  be  correctly  pronounced  and  clearly  enunciated.  Indeed, 
make  this  a  feature  of  all  oral  spelling.  If  this  is  diffcult,  pupils  should  for 
a  time  be  required  to  pronounce  each  syllable.  The  teacher  should  be  sure  of 
her  own  pronunciation.  She  should  never  distort  a  word  to  assist  in  its  spelling. 
Words  should  be  pronounced  but  once  and  but  one  trial  be  allowed.  Make  this 
rule  invariable. 

When  possible,  either  give  the  word  in  a  sentence  or  have  pupils  do  so. 

Give  special  drill  upon  hard  words  and  the  pronunciation  of  those  ordinarily 
mispronounced. 

The  real  secret  of  teaching  spelling  is  to  have  no  misspelled  words.  Never  be 
impatient  with  the  poor  speller,  but  encourage  by  showing  him  how  to  study 
spelling. 

WRITING 

Correct  habits  of  position  should  be  fixed  by  the  time  the  pupil  reaches  this 
grade  so  that  the  teacher  and  pupil  may  be  able  to  give  their  entire  attention 
to   movement,  form  and   speed. 

At.  the  beginning1  of  the  year,  take  up  the  exercises  as  outlined,  and  follow  them 
quite  closely.  While  repetition  is  important,  do  not  allow  random,  slipshod  prac 
tice.  Speed  tests  may  be  given  occasionally.  Read  carefully  the  instructions  for 
the  preceding  grades,  and  "General  Information"  given  in  Appendix. 


LANGUAGE 

This  outline  includes  work  for  the  sixth  grade. 

In  these  grades  the  pupils  should  be  required  to  understand  and  use  intelligently 
the  words  common  to  the  literature  of  the  grades.  They  should  have  developed 
some  power  of  discrimination  and  niceness  of  choice  in  the  use  of  words  and  in 
their  literary  taste. 

The  work  will  consist  largely  of  description,  stories,  poems,  narratives,  imagi- 
nary journeys,  original  stories,  biographies,  book  reviews  and  oral  compositions  on 
familiar  subjects  as  well   as  subjects  of  which   they  have  read  and  heard. 

The  descriptions  will  differ  from  those  of  preceding  grades  in  being  more  defi- 
nite, concise,  technical  and  complete,  and  will  show  a  better  development  of  the 
imagination. 

Continue  the  descriptions  of  various  sensations. 

The  drills  on  verb-forms  and  correct  use  of  words  in  sentences  of  the  every 
day  vernacular  should  be  constant. 

Imaginary  journeys  may  be  made  most  interesting  and  instructive  if  the 
pupils  are  encouraged  to  collect  railroad  guides  and  geographical  information  as 
well  as  general  knowledge  of  the  places  visited,  and  the  country  passed  through. 
Surface,  soil,  products,  character  of  the  people,  climate  and  conditions, — soc'.al, 
industrial  and  economic — 'are  to  be  included. 

The  original  story  may  be  developed  in  various  ways.  In  the  impersonation 
of  objects,  characters,  and  even  elements,  as  the  wind,  the  water,  the  sea,  the 
river,  etc.,  a  beginning  is  made. 

Tell  an  interesting  story  to  the  climax, — be  sure  to  select  such  stories  as  reach 
an  interesting  climax, — and  let  the  pupils  finish  the  story  with  an  ending  of  their 
own    invention. 

Book  reviews  should  consist  of  extracts  from  books  read  or  description  of 
characters. 

A  full  narration  of  a  book  read  is  seldom  desirable. 


FIFTH  GRADE  53 

Oral  compositions  on  familiar  subjects  should  be  short  and  complete.  Descrip- 
tions of  places  visited,  scenes  witnessed,  sports, — as  a  ski  tournament,  a  basket- 
ball game,  a  race,  a  foot-ball  game, — anything  which  has  interested  the  child, 
will  be  found  good  material. 

In  both  fifth  and  sixth  grades,  American  history  stories  should  be  made  the 
basis  for  oral  work.  Biographical  stories  of  men  who  have  been  most  closely 
connected  with  the  development  of  the  nation  should  be  given. 

Develop  business  forms,  business  letters  and  letters  of  invitation  and  accept- 
ance or  regret. 

Suggested  Stories: 

Stories  Mother  Nature  Told,  Andrews. 

Century  Book  of  American  Colonies,  E.  S.  Brooks. 

Century  Book  of  American  People,  E.  S.  Brooks. 

Story  of  the  Golden  Age,  Baldwin. 

Indian   Stories,  T.   S.   Drake. 

Story  of  the  English,  Guerber. 

Story  of  Greece,  Guerber. 

Story  of  the  Romans,  Guerber. 

Little  Journeys  to  Other  Lands,  Marian  George. 

Uncle  Remus,  J.  C.  Harris. 

Little  Mr.  Thimblefinger,  J.  C.  Harris. 

Story  of  Aaron,  J.  C.  Harris. 

Aaron  in  the  Wildwood,  J.  C.  Harris. 

Story  of  the  Rhinegold,  A.  A.  Chapin. 

Fairy  Books,  Andrew  Lang. 

Animal  SLory  Book,  Andrew  Lang. 

Adventures  of  Ulysses,  Lamb. 

Heroes  Every  Child  Should  Know,  H.  W.  Mabie. 

Little  Folks  in  Feathers  and  Furs,  Olive  Thorne  Miller. 

Historical  Tales,  Charles  Morris. 

King  Arthur,  Charles  Morris. 

Familiar  Animals,  Montieth. 

Heart  of  Oak,  C.  E.  Norton. 

King  of  the  Golden  River,  Ruskin. 

Old   Indian  Legends,  Zitkala  Sa. 

Wild  Animals  I  Have  Known,  E.  Thompson  Seton. 

Lives  of  the  Hunted,  E.  Thompson   Seton. 

True  Story  of  Abraham  Lincoln,  E.  S.  Brooks. 

POEMS   TO   BE  MEMORIZED 

Abou  Ben  Adhem 

Leigh  Hunt 

Abou  Ben  Adhem   (may  his  tribe  increase!) 

Awoke  one  night  from  a  deep  dream  of  peace, 

And  saw,  within  the  moonlight  in  his  room, 

Making  it  rich,  and  like  a  lily  in  bloom, 

An  angel  writing  in  a  book  of  gold: 

Exceeding  peace  had  made  Ben  Adhem  bold, 

And  to  the  presence  in  the  room  he  said, 

"What  writest  thou?" — The  vision  raised  its  head, 

And  with  a  look  made  of  all  sweet  accord, 

Answered,  "The  names  of  those  who  love  the  Lord." 

"And  is  mine  one?"  said  Abou.     "Nay,  not  so," 

Replied  the  angel.     Abou  spoke  more  low, 

But  cheerily  still;  and  said,  "I  pray  thee  then, 

Write  me  as  one  that  loves  his  fellow-men." 

The  angel  wrote  and  vanished.     The  next  night 

It  came  again,  with  a  great  wakening  light, 

And  showed  the  names  whom  love  of  God  had  blessed, 

And  lo!   Ben  Adhem's  name  led  all  the  rest. 


STATE   MANUAL  AND  COURSE  OF  STUDY 

Today 

Thomas  Carlyle 

So  here  hath  been  dawning 

Another  blue  day: 
Think,  wilt  thou  let  it 

Slip  useless  away. 

Out  of  Eternity 

This  new  day  was  born; 

Into  Eternity, 
At  night,  will  return. 

Behold   it  aforetime 

No  eye  ever  did; 
So  soon  it  forever 

From  all  eyes  is  hid. 


Here  hath  been  dawning 
Another  blue  day: 

Think,  wilt  thou  let  it 
Slip  useless  away. 


The  Arrow  and  the  Song 

Henry  W.  Longfellow 

I  shot  an  arrow  into  the  air, 
It  fell  to  earth,  I  knew  not  where; 
For,  so  swiftly  it  flew,  the  sight 
Could  not  follow  it  in  its  flight. 

I  breathed  a  song  into  the  air. 
It  fell  to  earth,  I  knew  not  where; 
For  who  has  sight  so  keen  and  strong 
That  it  can  follow  the  flight  of  song? 

Long,  long  afterward,  in  an  oak 
I  found  the  arrow,  still  unbroke; 
And  the  song,  from  beginning  to  end, 
I  found  again  in  the  heart  of  a  friend. 


(jood  Morning 

Robert  Browning 

The  year's  at  the  Spring, 
And  day's  at  the  morn; 
Morning's  at  seven; 
The   hillside's  dew-pearled; 
The  lark's  on  the  wing; 
The  snail's  on  the  thorn; 
God's  in  his  heaven — 
All's  right  with  the  world. 


FIFTH  GRADE  55 

Sky-Born  Music 

Ralph  Waldo  Emerson 

Let  me  go  where'er  I  will, 
I  hear  a  sky-born  music  still. 

It  is  not  only  in  the  rose, 

It  is  not  only  in  a  bird, 
Not  only  where  the  rainbow  glows, 
Nor  in  the  song  of  woman  heard; 

But  in  the  darkest,  meanest  things, — 

There  always,  always,  something  sings. 

A  Song  in  the  iMght 

George  Maedonald 

A  brown  bird  sang  on  a  blossoming  tree, 
Sang  in  the  moonshine,  merrily, 

Three  little  songs,  one,  two,  and  three, 

A  song  for  his  wife,  for  himself,  and  me. 

He  sang  for  his  wife,  sang  low,  sang  high, 
Filling  the  moonlight  that  filled  the  sky; 

"Thee,  thee,   I  love  thee,  heart  alive. 

Thee,  thee,  and  thy  round  eggs  five." 

He  sang  to  himself,  "What  shall  I  do 

With  this  life  that  thrills  me  through  and  through? 

Glad   is  so  glad  that  it  turns  to  ache. 

Out  with  it,  song,  or  my  heart  will  break." 

He  sang  to  me,  "Man,  do  not  fear, 

Though   the  moon  goes  down  and  the  dark  is  near; 

Listen  to  my  song  and  rest  thine  eyes; 

Let  the  moon  go  down  that  the  sun  may  rise." 


The  above  may  be  supplemented  by  such  poems  as,  The  Singer,  John  Green- 
leaf  Whittier;  Landing  of  the  Pilgrims,  Mrs.  Hemans;  I  Remember,  I  Remember, 
Thomas  Hood;    Concord   Hymn,  R.  W.  Emerson. 


ARITHMETIC 

This  Course  of  Study  contemplates  two  books  on  this  subject.  The  first  is  now 
put  into  the  hands  of  the  pupils.  If  the  work  of  previous  grades  as  outlined  lias 
been  thoroughly  mastered,  in  this  grade  pupils  will  complete  the  book  in  one 
year. 

In  this  grade  begins  the  work  in  arithmetic  proper.  Heretofore  the  effort  has 
been  to  acquaint  the  pupil  with  quantities  and  their  relations,  mathematical 
phraseology,  mathematical  facts,  such  as  the  combination  of  digits  by  the  four 
fundamental  processes,  addition,  subtraction,  multiplication  and  division.  Now 
the  pupil  is  to  swing  from  the  sense  work  with  small  concrete  numbers  to  ab- 
stract work  with  larger  numbers,  from  the  specific  to  the  general.  Before  he 
proceeds  he  must  know  with  certainty  the  following: 

First.     All  the  combinations  of  any  two  digits. 

Second.     The  product  of  any  two  numbers  up  to  15  X  15. 

Third.     How  to  add   columns  of  figures  with  absolute  certainty. 

Indicate  examples  in  division  by  the  various  methods  of  indicating  division,  as 


56  STATE   MANUAL   AND  COURSE  OF   STUDY 

-,.■*  or  24:6,  using  no  one  of  these  to  the  exclusion  of  the  others.  This  will  pre- 
pare  the  pupils  to  understand  the  meaning  of  fractions  and  ratio  long  before 
they  reach  those  subjects  in  their  work. 

NOTATION    AND    NUMERATION 

The  study  of  these  should  aim  at  rapidity,  so  that  pupils  write  or  read  without 
hesitation  numbers  of  four  periods,  knowing  the  names  of  these  periods  and  the 
orders   in   the   periods.     Give   frequent  practice  in   reading   and   writing  numbers. 

ADDITION    AND    SUBTRACTION 

This  will  consume  but  little  time  for  pupils  should  have  had  much  drill  in 
previous  grades.  Allow  no  counting  on  fingers  or  by  marks.  Aim  at  speed  and 
accuracy. 

MULTIPLICATION   AND   DIVISION 

This  work  should  complete  all  the  drill  that  should  ever  be  necessary  for  pupils. 
Give  enough  examples  to  secure  accuracy  and  rapidity.  Remember  to  test 
thoroughly  the  pupils'  knowledge  of  multiplication  tables.  If  they  show  any  for- 
getfulness  of  these  tables,  review  them  daily  in  connection  with  the  other  work. 

LONG    DIVISION 

This  demands  patient  and  persistent  drill.  Too  often  pupils  make  slow  progress 
because  they  obtain  the  successive  quotient  figures  from  the  answers  of  the  book. 
Here,  as  elsewhere,  give  examples  outside  the  book.  Teach  pupils  to  notice  and 
compare  each  partial  product  with  the  partial  dividend  from  which  it  is  to  be 
subtracted.  After  the  subtraction  is  made,  let  the  remainder  in  like  manner  be 
compared  with  the  divisor. 

FACTORING 

Make  the  distinction  between  prime  and  composite  absolutely  clear.  Re- 
solve numbers  into  composite,  then  prime  factors.  Have  pupils  name 
and  write  the  prime  factors  of  numbers  to  100,  and  drill  until  no 
mistakes  are  made  in  recognizing  them  instantly.  A  simple  and  easy 
plan  is  to  separate  a  given  number  into  two  large  factors,  readily  per- 
ceived, and  treat  these  similarly.  Thus:  72  =  9  X  8;  9  =  3X3,  and  8  =2  X  2  X 
2.     Then  72  =  3X3X2X2X2.     Review  thoroughly  aliquot  parts  of  100. 

This  will  be  of  great  service  to  pupils  in  many  parts  of  their  subsequent  work. 

FRACTIONS 

Addition,  subtraction,  multiplication  and  division.  This  work  cannot  be  done 
too  thoroughly.  Give  much  drill  on  reduction  of  mixed  numbers  to  improper 
fractions  and  the  reverse. 

Continue  teaching  relations  of  quantity  and  number;  e.  g., 

1.  (What  is  the  relation  of  4  to  12?     Ans.,  f»,  (read  TV  of  4)  or  h 

What  is  the  relation  of  (>  apples  to  IS  apples?     12  oranges  to  6  oranges?     8  books  to 
2  books?     5  books  to  S  books?     9  to  12?     7  to  12? 

2.  Introduce  cancellation;  e.  g.,  If  S  books  cost   Hie,  what  will  5  books  cost? 

Stated:    —J*  =  10. 
Z 

3.  (a)  If  \  of  a  ton  of  hay  cost  $12,  what  will  \  of  a  ton  cost?     (b)  1  ton?     (c)  2\  tons? 

$12 

I  ton  cost  \  of  $12— Stated:  (a) (read  J  of  $12). 

3 


FIFTH  GRADE 


$12  $12X4 

1  ton  cost  4  X  Stated :  (b)    . 

3  3 


2 \  tons  cost  |  X  etc. — Stated  and  solved:  (c) 


W  '  /     5 


4.  §  of  a  gallon  of  oil  costs  10c.     What  will  5|  gallons  cost? 

5.  4  acres  of  land  cost  $220.     What  is  the  cost  of  5  acres?     6  acres?     8  acres? 

(Note  the  relation  of  4  to  5,  4  to  6,  4  to  8.) 

6.  What  is  the  relation  of  §to  I?     Of  f  to  ;;? 

7.  If  f  of  a  pound  of  tea  cost  20c,  what  will  g  of  a  pound  cost? 

Do  not  give  a  few  of  these  problems,  but  many,  until  certain  that  pupils  understand 
the  principles  so  well  that  they  will  not  be  forgotten.  Repetition  is  the  teacher's  brand- 
ing iron. 

Review  principles  of  division  and  apply  to  operations  on  fractions.  Completion  and 
review  of  common  and  decimal  fractions. 

In  decimals  there  is  nothing  new  to  learn  except  placing  the  decimal  point.  Give  this 
special  attention. 

Suggestions: — Send  class  to  the  board  and  dictate  examples  in  multiplication:  as 
"Multiply  12.568  by  26.769.  How  many  places  to  point  off  in  the  product?"  Do  not 
wait  for  pupils  to  perform  the  operation,  but  simply  to  discover  the  number  of  places  to 
point  off. 

In  division  teach  to  place  the  point  when  the  proper  quotient  is  found. 

DEVICE 

Teach  the  principle  that  division  of  numbers  with  like  denominators  gives  a  xuhole  num- 
ber for  quotient. 

Hook  together  the  right  hand  figure  of  the  divisor  tind  the  corresponding  figure  of  the 
dividend,  placing  decimal  point  in  the  quotient  when  that  dividend  figure  is  brought  down 
and  divided;  e.  g., 

(a)     Divide  256845  by  .33. 


Operation: — 

33  |  25.6845  |  77.+ 

231 

258 

231 

(b)     Divide  35  by  .003. 

Operation : — 

.003  |  35.000 

11666.   + 

(c)     Reduce  fa  to  a  decimal. 

Operation:—       _16J  1.000   |  0.0625 
Explanation: 

16  is  contained   in   1,  no  times.     Place   point;    in    Hi.   no  times;    in   100,  6 
times,  and  4  remainder;   in  40,  2  times,  and  8  remainder;   in  80,  5  times 
When   pupils   are   working    decimals    they   should   place   a   decimal     point     after 
every  whole  number  that  they  write. 

By   these  simple    devices   pupils    will,   in   two   or   three   days,  learn   to  point  off 
accurately. 
8 


58  STATE   MANUAL  AND  COURSE  OF  STUDY 

This  method  of  pointing  off  in  division  of  decimals  is  used  by  business  men,  and 
should  receive  attention  from  teachers. 
In  all  work  insist  upon  correct  form. 

GEOGRAPHY 

1.  Elementary  or  first  book  completed. 

2.  Regions  to  be  studied. 

South  America. 

Australia. 

Africa. 

Asia. 

Europe. 

3.  Emphasize  place  geography;   use  base  maps  for  review  exercises  to  fix  the 

location  of  places.     Give  the  most  time  and  attention  to  Europe. 


SIXTH   GRADE 

Reading — Fourth  reader   (different  series     Arithmetic — Second   book    from   begin- 
from  fifth  grade.)  nIng      through     tiecinia]s 

Spelling— Speller.  and      denominate      num- 

bers. 
Penmanship. 

Language — Language  book.  Geography — Second  book. 

Textbooks — In  branches  as  above. 

alternation 

In  schools  having  but  one  teacher  the  number  of  recitations  may  be  lessened 
by  combining  certain  classes.  It  is  not  necessary  to  make  two  classes  in  the 
second  book  in  geography.  In  case  there  are  both  six  and  seventh  grades,  let 
the  sixth  grade  do  seventh  grade  work,  completing  latter  part  of  geography  in 
sixth  year.  Then  the  following  year  have  this  grade  (now  the  seventh)  do  sixth 
grade  work,  completing  first  half  of  book  with  the  new  sixth  grade. 


READING 

In  the  sixth,  seventh  and  eighth  grades  the  attention  should  be  divided  between 
punctuation,  figures  of  prosody  and  literary  contents  with  special  reference  to  the 
ingenuity  of  those  devices  of  style  that  are  used  to  produce  a  strong  impression 
on  the  reader.  As  literary  study  is  the  highest  phase  of  reading  work,  its  promi- 
nence should    increase   with   each  succeeding  grade. 

SUPPLEMENTARY    READING 

A  great  deal  of  supplementary  reading  should  be  given.  The  selections  should 
be  easy,  never  more  difficult  than  the  grade  reader. 

History  stories.  Biographical.  The  ordinary  elementary  history  is  suitable  for 
this  work. 

Systematic  study  of  classics  may  now  be  commenced.  The  following  course  is 
suggested  for  the  sixth,  seventh  and  eighth  grades: 

Sixth  grade. — Legend  of  Sleepy  Hollow;  The  Huskers;  Grandfather's  Chair; 
We  are  Seven;    Hiawatha;    Rip  Van  Winkle;    Pied  Piper  of  Hamelin. 

Seventh  and  eighth  grades. — Tanglewood  Tales;  Dicken's  Christmas  Carol; 
Snow-Bound ;  Among  the  Hills;  Evangeline;  The  Chambered  Nautilus;  Launch- 
ing of  the  Ship;  Courtship  of  Miles  Standish;  The  Great  Stone  Face;  To  a  Water- 
fowl;  Lady  of  the  Lake;    The  Vision  of  Sir  Launfal. 


SPELLING 

(a)  Continue  the  same  plan  of  work  as  in  fifth  grade.     This  is  the  grade  in 
which  to  make  good  spellers. 

(b)  Introduce  some  elements  of  orthography. 

1.  Teach  vocals,  subvocals,  aspirates. 

2.  Classify  letters  representing  the  above  sounds. 

3.  Teach  syllabication,  and  names  of  words  according  to  syllables. 

4.  Complete  the  study  of  all  ordinary  abbreviations. 


60  STATE   MANUAL   AND  COURSE  OF  STUDY 


WRITING 

The  methods  and  practice  for  this,  and  the  following  grades  are  practically  the 
same  as  for  the  fifth,  except  that  the  writing  ought  to  be  of  a  better  quality. 
If  time  is  lacking  for  the  regular  drills,  spelling,  arithmetic  and  other  written 
lessons  provide  excellent  material  for  practice.  A  standard  of  proficiency  should 
be  determined  by  the  teacher,  and  when  a  pupil  reaches  this  he  may  be  excused 
from  the  regular  class  drills. 


LANGUAGE 
(See   fifth    grade    outline.) 

WRITTEN  WORK 

Reproduce  in  writing,  memorized  literary  gems. 
Drill  upon  the  marks  df  punctuation. 

Books  and  stories  for  use  in  the  sixth  grade  may  be  suggested  by  the  following 
list: 

Story  of  Roland,  Baldwin. 

Historic  Boys,  Brooks. 

Historic  Girls,  Brooks. 

Boys  of  76,  Coffin. 

Building  of  the  Nation,  Coffin. 

Freedom  Triumphant,  Coffin. 

World's  Greatest  Short  Stories,  Cody. 

American  Writers,  Cody. 

American  Poets,  Cody. 

Story  of  the  Rhinegold,  A.  A.  Chapin. 

Wonder  Stories  from  Wagner,  A.  A.  Chapin. 

Lost  in  the  Jungle,  Du  Chaillu. 

Stories  of  the  Chosen  People,  Guerber. 

Boy's  Heroes,  E.  E.  Hale. 

King  Arthur  and  His  Knights,  Ed.  Harpers. 

Strange  Stories  of  Colonial  Days,  Ed.  Harpers. 

Wonder  Book,  Hawthorne. 

Boy  Travellers,  Knox. 

Second  Jungle  Book,  Kipling. 

Water  Babies,  Kingsley. 

Heroes,  Kingsley. 

Tales  from  Shakespeare,  Lamb. 

Adventures  of  Ulysses,  Lamb. 

Dogs  and  Their  Doings,  Morris. 

Dog  of  Flanders,  Ouida. 

Siegfried  and  Beowulf,  Zenaide  Ragazin. 

Tales  out  of  School,  Stockton. 

Lives  of  the  Hunted,  E.  T.  Seton. 

Gulliver's  Travels,  Swift. 

Story  of  Columbus,  E.  E.  Seelye. 

Boys  of  Other  Countries,  Taylor. 

Rose  and  the  Ring,  Thackeray. 

Pot  of  Gold,  Wilkins. 

Child  Life  in  Prose,  Whittier. 

Joan  of  Arc. 

Paul  Jones. 

Abraham  Lincoln. 

Century  Book  of  Famous  Americans. 


SIXTH  GRADE  61 

POEMS   TO   BE   MEMORIZED 

A  Day  in  June 

(From  The  Vision  of  Sir  Launfal) 
James  Russell  Lowell 

What,  is  so  rare  as  a  day  in  June? 

Then,   if  ever,  come  perfect  days; 
Then  Heaven  tries  the  earth  if  it  be  in  tune, 

And  over  it  softly  her  warm  ear  lays: 
Whether   we    look,   or   whether  we   listen, 
We  hear  life  murmur,  or  see  it  glisten; 
Every  clod  feels  a  stir  of  might, 

An  instinct  within   it  that   reaches  and  towers. 
And  groping  blindly  above  it  for  light, 

Climbs  to  a  soul  in  grass  and  flowers; 
The  flush  of  life  may  well  be  seen 

Thrilling  back  over  hills  and  valleys; 
The  cowslip  startles   in   meadows  green, 

The  buttercup  catches  the  sun   in   its  chalice. 
And  there's  never  a  leaf  nor  a  blade  too  mean 

To  be  some  happy  creature's  palace; 
The  little   bird  sits  at  his  door  in   the  sun, 

Atilt  like  a  blossom  among  the  leaves, 
And  lets  his  illumined  being  o'errun 

With  the  deluge  of  summer  it  receives; 
His  mate  feels  the  eggs  beneath  her  wings, 
And  the  heart  in  her  dumb  breast  flutters  and  sings; 
He  sings  to  the  wide  world,  and  she  to  her  nest, — 
In   the  nice  ear  of  Nature  which  song  is  the  best? 

The  Sandpiper 

Celia  Thaxter 

Across  the  lonely  beach  we   flit. 

One  little  sandpiper  and  I; 
And  fast  I  gather,  bit  by  bit. 

The  scattered  driftwood  bleached  and  dry. 
The  wild  waves   reach  their   hands  for  it, 

The  wild  wind  raves,  the  tide  runs  high, 
As  up  and  down  the  beach  we  flit, — 

One  little  sandpiper  and  I. 

Above  our  heads  the  sullen  clouds 

Scud  black  and  swift  across  the  sky; 
Like  silent  ghosts   in  misty  shrouds 

Stand   out  the  white  lighthouses  high. 
Almost  as  far  as  eye  can  reach 

I  see  the  close-reefed  vessels  fly, 
As  fast  we  flit  along  the  beach, — 

One  little  sandpiper  and  I. 

I  watch  him  as  he  skims  along 

Uttering  his  sweet  and  mournful   cry; 
He  starts  not  at  my  fitful  song. 

Nor  flash   of  fluttering  drapery. 
He  has  no  thought,  of  any   wrong; 

He  scans  me  with  a  fearless  eye; 
Stanch  friends  arc  we,  well   tried  and   strong, 

The  little  sandpiper  and   I. 


62  STATE   MANUAL  AND  COURSE  OF  STUDY 

Comrade,  where  wilt  thou  be  to-night 

When  the  loosed  storm  breaks  furiously? 
My  driftwood  fire  will  burn  so  bright! 

To  what  warm  shelter  canst  thou  fly? 
I  do  not  fear  for  thee,  though  wroth 

The  tempest  rushes  through  the  sky; 
For  are  we  not  God's  children  both, 

Thou,  little  sandpiper,  and  I? 


The  Throstle 

Alfred  Tennyson 

"Summer  is  coming,  summer  is  coming, 

I  know  it,  I  know  it,  I  know  it. 
Light  again,  leaf  again,  life  again,  love  again!'' 

Yes,  my  wild  little  Poet. 

Sing  the  new  year  in  under  the  blue. 

Last  year  you  sang  it  as  gladly. 
"New,  new,  new.  new!"     Is  it  then  so  new 

That  you  should   carol  so  madly? 

"Love  again,  song  again,  nest  again,  young  again. 

Never  a  prophet  so  crazy! 
And  hardly  a  daisy  as  yet,  little  friend, 

See,  there  is  hardly  a  daisy. 

"Here  again,  here,  here,  here,  happy  year!" 

O  warble,   unchidden,   unbidden! 
Summer  is  coming,  is  coming,  my  dear, 

And  all  the  winters  are  hidden. 


The  Cloud 

Percy  Bysshe  Shelley 

I  bring  fresh  showers  for  the  thirsting  flowers 

From  the  seas  and  the  streams; 
I  bear  light  shade  for  the  leaves  when  laid 

In  their  noonday  dreams. 

From  my  wings  are  shaken  the  dews  that  waken 

The  sweet  buds,  every  one, 
When  rocked  to  rest  on  their  mother's  breast, 

As  she  dances  about  the  sun. 


I  wield  the  flail  of  the  lashing  gale, 
And  whiten  the  green   plains  under; 

And  then  again   I  dissolve   it  in  rain, 
And  laugh  as  I  pass  in  thunder. 

I  am  the  daughter  of  Earth  and  Winter, 

And  the  nursling  of  the  Sky; 
I  pass  through  the  pores  of  the  ocean  and  shores; 

I  change,  but  I  cannot  die. 


;  SIXTH  GRADE  63 

i 

Down  to  Sleep 

H.  H.  Jackson 

November  woods  are  bare  and   still; 
November  days  are  clear  and  bright; 
Each  noon  burns  up  the  morning's  chill; 
The  morning's  snow  is  gone  by  night; 
Each  day  my  steps  grow  slow,  grow  light, 
As   through  the   woods   I    reverent  creep, 
Watching  all  things  lie  "down  to  sleep." 

I  never  knew  before  what  beds. 
Fragrant  to  smell,  and  soft  to  touch, 
The  forest  sifts  and  shapes  and  spreads; 
I  never  knew  before  how  much 
Of  human   sound    there   is   in   such 
Low  tones  as  through  the  forest  sweep 
"When  all  wild  things  lie  "down  to  sleep." 

Each  day  I  find  new  coverlids 

Tucked   in,  and   more  sweet  eyes  shut  tight; 

Sometimes  the  viewless  mother  bids 

Her  ferns  kneel  down,  full  in  my  sight; 

I  hear  their  chorus  of  "good-night;" 

And  half  I  smile,  and  half  I  weep, 

Listening  while  they  lie  "down  to  sleep." 

November  woods  are  bare  and  still; 
November  days  are  bright  and  good; 
Life's  noon   burns  up  life's   morning  chill; 
Life's  night  rests  feet  which  long  have  stood; 
Some  warm,  soft  bed.   in  field  or   wood, 
The  mother  will  not  fail  to  keep, 
Where  we  can  lay  us  "down  to  sleep." 

The  above  may  be  supplemented  by  poems  printed  in  previous  editions  of  the 
Course  of  Study  and  by  such  poems  as,  The  Day  is  Done,  Henry  W.  Longfellow; 
Ring  Out,  Wild  Bells,  Alfred  Tennyson;  The  House  by  the  Side  of  the  Road,  Sam 
W.  Foss. 

ARITHMETIC 

Drill  in  the  fundamentals  in  each  grade.  A  great  deal  of  work  in  mental 
arithmetic  should  be  given. 

Complete  common  fractions  and  decimals.  Make  clear  and  fasten  in  pupil's 
minds  the  laws  that  fix  the  decimal  point.  (See  fifth  grade  suggestions.)  In 
pointing  off  in  multiplication  and  division,  never  allow  a  pupil  to  guess  at  his 
work.     Constantly  ask,  "Why  do  you  place  the  point  there?" 

In  writing  decimals  let  the  names  of  the  first  six  decimal  places  be  thoroughly 
mastered  and  allow  no  "cutting  and  trying."  Pupils  should  be  able  to  give  in 
stantly  the  number  of  places  to  point  off  for  tenths,  hundredths,  thousandths, 
etc. 

Teach  thoroughly  how  to  reduce  common  fractions  to  decimals  and  the  re- 
verse. 

Give  many  problems  in  U.  S.  money. 

Learn  and  apply  the  tables  of  measures  of  extension,  capacity,  weight,  time,  etc. 

Give  exercises  in  reduction,  addition,  subtraction,  multiplication  and  division  of 
compound  numbers.     Have  pupils  explain  problems  daily. 

Give  many  exercises  for  mental  drill.  Let  the  unit  of  comparison  be  the  square 
foot.     Say  nothing  of  square  inches. 


64  STATE   MANUAL  AND  COURSE  OF  STUDY 


GEOGRAPHY 

(Spc   Appendix) 

1      The  advanced  or  second  book  taken  up. 

2.  A   study  of  the  features  and  forces  of  man's   physical   environment  as  out- 

lined in  the  text  but  supplemented  by  observation  and  field  trips.  Secure 
daily  weather  map  from  the  nearest  weather  bureau  station,  Grand  Rapids 
or  Detroit. 

3.  Intensive  study  of  South  America. 

(1)  The    continent    as    a   whole  as   per    outline    for   continental   study   in 

Appendix, — special   emphasis   upon   climate   and   climatic  control   of 
occupation. 

(2)  The  study  of  individual  countries. 

(3)  Topics  for  intensive  study. 

a.  Tropical    rainy   forests,   their    characteristics   and    relation   to   man. 

b.  The  pampas  and   llanos  and   the  grazing  industry  of  the  country. 

c.  The  nitrate  industry  of  the  Alacama  desert. 

d.  The  rubber  industry  of  the  Amazon  valley. 

e.  The  coffee  industry  of  Brazil. 

f.  The  cacao  industry. 

(4)  Commerce.     Chief  exports  and  imports  growing  out  of  occupations. 

4.  Africa. 

(1)  The  continent  as  a  whole  as  per  outline. 

(2)  Egypt — The  Nile  valley  life  and  occupations    of    people,    methods    of 

irrigation,   products,   etc. 

(3)  The  Sahara — life,  habits,  and  characteristics  of  animals  and  plants  as 

conditioned  by  aridity  of  desert  and  water  of  oases. 

(4)  Life    in    tropical    rainy    forests   as    compared     with     those    of     South 

America. 

(5)  South  Africa — grazing  industry,  ostrich  farming,  diamond  mines,  etc. 

5.  Australia. 

(1)  The   continent  as   a   whole. 

(2)  Peculiarities  of  animals  and  plants. 

(3)  Sheep  raising  industry. 

(4)  Gold  mining. 

6.  Asia. 

(1)  The  continent  as  a  whole. 

(2)  Intensive  study  of — 
a.  China. 

I).  Japan. 
c.  India. 


SEVENTH  GRADE 

Reading — Fifth  reader.  Geography — Second  book  completed. 

Spelling— Speller.  Physiology       and       Hygiene— Textbook. 

,.,  Six  months. 

Penmanship. 

Grammar Textbook.  History — Elementary     textbook.       Three 

months  work  on  the  Colonial 
Arithmetic — Second  book.  Period. 

Textbooks — In  all  branches  as  above. 

Both    geography   and    physiology   are    to   be   completed    in    this   grade.     Seventh 
grade  pupils  may  write  on  these  two  subjects  of  the  eighth  grade  examination. 


READING 

The  work  for  this  year  should  be  largely  a  study  of  literature  and  authors. 
Select  from  the  reader  the  best  literary  productions  of  several  authors  and  study 
those  of  each  writer  in  groups,  noting  similarities  and  differences.  Critical  study 
of  words,  derivation,  use.  pronunciation. 

supplementary   reading 

(See  sixth  grade) 


WRITING 

(See  sixth  grade) 

POEMS   TO   BE  MEMORIZED 

Four  Things 

Henry  vanDyke 

Four  things  a  man  must  learn  to  do 
If  he  would  make  his  record  true: 
To  think  without  confusion  clearly; 
To  love  his  fellow-men  sincerely; 
To  act  from  honest  motives  purely; 
To  trust  in  God  and  Heaven  securely. 

To  a  Waterfowl 

William  Cullen  Bryant 

Whither,  midst  falling  dew, 

While  glow  the  heavens  with  the  last  steps  of  day, 
Far,  through  their  rosy  depths,  dost  thou  pursue 
Thy  solitary  way? 


oo  STATE  MANUAL  AND  COURSE  OF  STUDY 

Vainly  the  fowler's  eye 

Might  mark  thy  distant  flight  to  do  thee  wrong, 
As,  darkly  painted  on   the  crimson  sky, 
Thy  figure  floats  along. 

Seek'st  thou  the  plashy  brink 
Of  weedy  lake,  or  marge  of  river  wide, 
Or  where  the  rocking  billows  rise  and  sink 
On  the  chafed  ocean  side? 

There  is  a  Power  whose  care 

Teaches  thy  way  along  that  pathless  coast — 

The  desert  and  illimitable  air — 

Lone  wandering,  but  not  lost. 

All  day  thy  wings  have  fanned, 
At  that  far  height,  the  cold,  thin  atmosphere, 
Yet  stoop  not,  weary,  to  the  welcome  land, 
Though  the  dark  night  is  near. 

And  soon  that  toil  shall  end; 
Soon  shalt  thou  find  a  summer  home,  and  rest, 
And  scream  among  thy  fellows;  reeds  shall  bend, 
Soon,  o'er  thy  sheltered  nest. 

Thou'rt  gone,  the  abyss  of  heaven 
Hath  swallowed  up  thy  form;    yet,  on  my  heart 
Deeply  has  sunk  the  lesson   thou  hast  given, 
And  shall  not  soon  depart. 

He  who,  from  zone  to  zone, 

Guides  through  the  boundless  sky   thy  certain  flight, 

In  the  long  way  that  I  must  tread  alone, 

Will  lead  my  steps  aright. 


The  Flag  Goes  By 

Henry  Holcomb  Bennett 

Hats  off! 
Along  the  street  there  comes 
A  blare  of  bugles,  a  ruffle  of  drums. 
A  flash  of  color  beneath  the  sky: 

Hats  off! 
The  flag  is  passing  by! 


Blue  and  crimson  and  white  it  shines 
Over  the  steel-tipped,  ordered  lines. 

Hats  off! 
The  colors  before  us  fly; 
But  more  than  the  flag  is  passing  by. 

Sea-fights  and  land-fights,  grim  and  great, 
Fought  to  make  and  to  save  the  State; 
Weary    marches  and   sinking  ships; 
Cheers  of  victory  on  dying  lips; 

Days  of  plenty  and  years  of  peace; 
March   of  a  strong  land's  swift  increase; 
Equal  justice,  right,  and  law, 
Stately  honor  and  reverend  awe; 


SEVENTH,  GRADE 

Sign  of  a  nation,  great  and  strong 
Toward  her  people  from  foreign  wrons 
Pride  and  glory  and  honor, — all 
Live  in  the  colors  to  stand  or  fall. 

Hats  off! 
Along  the  street  there  comes 
A  blare  of  bugles,  a  ruffle  of  drums; 
And    loyal  hearts  are  beating  high: 

Hats  off! 
The  flag  is  passing  by! 


The  Ship  of  State 

Henry  Wadsworth  Longfellow 

Thou,  too,  sail  on,  O  Ship  of  State! 

Sail  on,  O  Union,  strong  and  great! 

Humanity  with  all  its  fears, 

With  all  the  hopes  of  future  years, 

Is  hanging  breathless  on  thy  fate! 

We  know  what  Master  laid  thy  keel, 

What  Workmen  wrought  thy  ribs  of  steel, 

Who  made  each  mast,  and  sail,  and  rope. 

What  anvils  rang,  what  hammers  beat, 

In  what  a  forge  and  what  a  heat 

Were  shaped  the  anchors  by  thy  hope! 

Fear  not  each  sudden  sound  and  shock, 

'Tis   of  the  wave  and  not  the  rock; 

'Tis  but  the  flapping  of  the  sail, 

And  not  a  rent  made  by  the  gale! 

In  spite   of  rock  and   tempest's   roar, 

In  spite  of  false  lights  on   the  shore, 

Sail  on,  nor  fear  to  breast  the  sea! 

Our  hearts,  our  hopes,  are  all  with  thee, 

Our  hearts,  our  hopes,  our  prayers,  our  tears, 

Our   faith   triumphant   o'er   our   fears, 

Are  all  with  thee, — are  all  with  thee! 

Additional  poems  suggested: 
Gray's  Elegy  in  a  Country  Churchyard. 
Battle  Hymn  of  the  Republic,  Julia  Ward  Howe. 
The  Blue  and  the  Gray,  Francis  Miles  Finch. 
Sheridan's  Ride,  Thomas  B.  Reed. 
The  American  Flag,  Joseph  R.  Drake. 
To  a  Skylark,  William  Wordsworth. 


SPELLING 

(a)  Continue  the  plan  laid  out  in  the  fifth  grade. 

(b)  Give  special   attention   to   synonyms,   homonyms,  antonyms. 

(c)  Study  words  from  dictionary  (two  or  three  each  day)  with  reference  to 
roots,  prefixes  and  suffixes.  Classify  all  such  words  according  to  Latin,  Greek, 
French  or  Anglo-Saxton  derivation  and  preserve  such  classification  for  reference 
and   study. 

GRAMMAR 

During  the  first  year  of  technical  grammar,  avoid  tangling,  perplexing  and 
obscure  points.  Definitions  should  be  accurately  learned  and  continually  ap- 
plied  by  pupils.     The  definition   is  the   bed-rock  of  etymology. 


OS  STATE   MANUAL  AND  COURSE  OF   STUDY 


ALTERNATION 

The  remarks  on  geography  made  in  the  sixth  grade  apply  with  equal  force  to 
seventh  and  eighth  grade  grammar  work,  it  being  immaterial  whether  syntax 
or  etymology  is  taught  in  seventh  grade.  In  case  there  are  both  seventh  and 
eighth  grade  grammar  pupils,  let  seventh  grade  do  eighth  grade  work,  completing 
the  latter  part  of  grammar  in  seventh  grade.  Then  the  following  year  have  this 
grade  (now  the  eighth)  do  seventh  grade  work,  completing  first  half  of  book 
together  with  the  new  seventh  grade.  In  studying  etymology  do  enough  parsing 
to  enable  the  pupils  to  see  at  a  glance  the  entire  etymological  description  of  a 
word   and   especially   its  construction,   or   use  in  the  sentence. 


ARITHMETIC 

Drill  in  the  fundamentals  in  each  grade.  A  great  deal  of  work  in  mental 
arithmetic  should  be  given. 

Prepare  pupils  for  quick  and  accurate  work  in  each  application  of  percentage 
by  doing  the  corresponding  work  from  some  textbook  in  mental  arithmetic; 
also,  by  first  reviewing  decimals.     Have  exercises  similar  to  the  following: 

(a)  .05  of  400  means  5  =  TU  of  400. 
*Solution : 

jU  of  400  is  4. 
T|o     of  400  is  5  X  4,  or  20. 
.01  of  500  means?       } 
.02  of  2140  means?     \  Solve  as  above. 
.05  of  25  means? 

(b)  1%  means  .01. 

25%  of  600  means  25  X  jU  of  600. 
Solution : 

1%  of  600  =  6. 

25%  of  600  =  25  X  6  =  150. 

20%  of  40  means? 

16%  of  50  means? 
Give  many  examples  until  the  pupil  habitually  thinks  "1%  is  what?" 

(c)  1.  What  is  1%,  if  2%  of  a  number  is  40? 
Solution : 

1%  is  \  of  40  or  20. 
If  5%  is  60?     30?     12? 
If  20%  is  600?     120?     80?     20? 
2.  What  is  1%,  if  60  is  18%?     2%?     10%?     50%?     100%? 

(d)  1.  What  is  100%,  if  24  is  8%?     12%? 

2.  12  is  20%  of  what? 

3.  18  acres  is  6%  of  what? 

(e)  1.  1  is  what  per  cent  of  100? 
Solution: 

1  is  jjo  of  100,  or  1%. 

2.  3  is  what  per  cent  of  100? 
Solution: 

1  is  1%  of  100. 

3  is  as  many  times  1%  as  3  is  times  1,  or  3  times  1%  or  3%. 

3.  8  is  what  per  cent  of  400? 
Solution: 

4  is  1%  of  400. 
8  is  as  many  times  1%  as  8  is  times  4,  or  2  times  1%,  or  2%. 

4.  (>0  is  what  per  cent  of  1200? 
Solution: 

12  is  1%  of  1200. 

60  is  as  many  times  1%  as  60  is  times  12,  or  5  times  1%,  or  5%. 


►Solution    must    be    used   only    once   for   explanation,    then    the   pupil    should    see    the   result 
num.  diatelj 


SEVENTH  GRADE  69 

If  this  analysis  seems  difficult,  at  this  stage,  use  ratios;  e.  g., 

8  is  what  per  cent  of  400? 
Solution: 

Sis  T8ff  =  Tfo  of  400. 
iutf  =  !%• 
,8*  =  2x1%  =  2%. 

Have  pupils  express  the  list  given  below  in  four  or  more  forms  as  follows 
12i        ¥        25 

122  7o  ==  -122  =  =  —  =  ^8 

100       100       200 
33*%f  25%,  16f%,  14f%,  11*%,  8i%,  2|%,  lf%,  l\%,  \\%. 
Use  graphic  illustrations  something  as  follows: 


=  s  =    20%  of  the  oblong  a,  b,  c.  d, 

~|  i  J  i   I         —  |  =    40%  of  the  oblong  a,  b,  c,  d. 

|  !  |  I  |  7"j        =  |  =    60%  of  the  oblong  a,  b,  c,  d. 

J       I  ■■  I  H  H  %\A       =  t  =    80%  of  the  oblong  a,  b,  c,  d. 

a|  i  I  '  |  .'   I  ' ,  |  s  \u       =%  =  100%  of  the  oblong  a,  b,  c,  d. 

Lead  the  pupil  to  see  that  \  the  oblong  a,  b,  c,  d  is  the  same  no  matter  where  it,  is  taken. 
Proceed  from  this  to  the  general  concept  of  A  of  a  thing  being  20%  of  it,  and  the  same 
with  reference  to  thirds,  fourths,  eighths,  etc. 

TABLE    OF   EQUIVALENTS 

(To  be  memorized.) 

10%  =  tV  6i%  =  Jg 

20%  =  i  m%  =  | 

25%  =  %  372%  —  8 

30%  =  A  62|%  =  | 

40%  =  %  87|%  =  | 

50%  =  \  16|%  =  \ 

60%  =  f  33|%  =  | 

70%  =  f,  66|%  =  | 

75%  =    4  2%  27T0 

80%  =  i  \%  =  tU 

2.  Of    _3 

4/0  4  0D 

All  solutions  of  problems  should  be  based  upon  analyses  already  made  familiar 
to  pupils  by  operations  in  common  and  decimal  fractions;  thorough  explana- 
tions should  be  exacted.  The  ordinary  formulas  should  not  be  used  until  each 
principle  has  been  made  familiar  by  analysis.  The  formulas  should  never  pre- 
cede analysis. 

Commission,  insurance,  taxes,  interest,  bank  discount,  trade  discount,  mortgages. 

Omit  true  discount,  stocks,  bonds  and  annual  interest. 

In  computing  interest  teach  thoroughly  one  method  and  insist  upon  accuracy. 

During  this  term  teach  pupils  to  make  out  notes  and  bills  of  various  kinds, 
such  as  bills  of  articles  commonly  purchased,  bills  for  work  done,  etc.  Place 
forms  on  the  blackboard,  giving  special  attention  to  capitalization  and  punctua- 
tion. Have  these  copied  until  pupils  are  familiar  with  them:  then  give  examples 
requiring  these  forms  and  have  pupils  arrange  them  in  neat,  accurate  shape, 
carrying  them  out   in   detail  and  receipting. 

In  bank  discount  the  teacher  should  find  out  from  a  bank  how  the  transaction 
is  carried  on. 

Mortgages.     What  are  they?    What,  is  the  difference  between  a  real  estate  mort 
gage  and  a  chattel  mortgage?     Are  all  mortgages  accompanied   by   notes?     When 
are  mortgages  recorded?     Why  arc  mortgages  taxed?     What    is  the  tax  on  mort- 
gages in  Michigan?    What,  is  a  first,  mortgage?    A  second  mortgage? 

Familiarize  pupils  with  drafts,  certificates  of  deposit,  certified  checks.  Explain 
the  difference  between   a  check   and   a   certified   check 

Write  negotiable  notes,  receipts  and  blank  checks.  (Sec  Appendix  fofr  these 
forms.) 


70  STATE   MANUAL  AND  COURSE  OF   STUDY 


LEGAL  BREVITIES 

A  note  dated  on  Sunday  is  void.  A  note  obtained  by  fraud  or  from  one  in- 
toxicated is  void.  If  a  note  be  lost  or  stolen,  it  does  not  release  the  maker;  be 
must  pay  it.  A  note  by  a  minor  is  void.  Notes  bear  interest  only  when  so 
stated,  but  all  notes  bear  interest  after  maturity.  Principals  are  responsible  for 
their  agents.  Each  individual  in  partnership  is  responsible  for  the  whole  amount 
of  the  debts  of  the  firm.  Ignorance  of  the  law  excuses  no  one.  It  is  a  fraud 
to  conceal  a  fraud.  It  is  illegal  to  compound  a  felony.  The  law  compels  no  one 
to  do  impossibilities.  An  agreement  without  consideration  is  void.  Signatures  in 
lead  pencil  are  good  in  law.  A  receipt  for  money  is  not  legally  conclusive.  The 
acts  of  one  partner  bind  all  the  others.  Contracts  made  on  Sunday  cannot  be 
enforced.  A  contract  with  a  minor  is  void.  A  contract  made  with  a  lunatic  is 
void.     Written   contracts  concerning   land   must  be   under  seal. 

Exchange.     Omit  foreign  exchange.     Occupations  and  a  review  of  previous  work. 


GEOGRAPHY 

(See   Appendix) 

1.  Observational  study  throughout  the  year  of  weather  changes  and  the  work 
of  running  water  in  modifying  the  land  surface. 

2.  North  America  as  a  whole,  following  outline  for  continental  study  as  far 
as  vegetation,  after  which  it  is  better  to  study  the  separate  countries. 

3.  Intensive  study  of  the  United  States  and  its  outlying  territory  or  possessions. 

(1)  Make  a  special  study  of  the  location,  boundaries  and  characteristics 

of  the  various  physiographic  regions  or  provinces  of  the  United 
States  and  their  influence  upon  the  lives  of  the  people  residing 
therein. 

(2)  Study  also  the  various  industrial   regions  and   divisions. 

(•3)    In  connection  with  the  Great  Lake  region  make  a  detailed  study  of 
Michigan. 

4.  Europe  as  a  whole  through  vegetation  in  outline  for  continental  study. 

5.  Mapping  of  Europe  upon  meridian-parallel  nets. 

6.  Intensive    study   of   leading   European    countries,    Great    Britain,     Germany, 

France,  etc. 

A  rapid  review  of  the  various  continents  to  bring  out  how  position,  form,  size, 
surface  and  winds  combine  to  determine  climate;  how  climate  and  soil  combine  to 
determine  vegetation;  how  man  responds  to  his  environment  in  various  ways 
with  the  result  that  he  engages  in  various  occupations;  how  out  of  these  various 
occupations  commerce  arises.  Put  especial  emphasis  upon  the  world's  commerce 
as  related  to  the  United  States. 


UNITED  STATES  HISTORY 

Emphasis  should  be  placed  on  history  stories  during  the  sixth  and  seventh 
grades. 

Many  teachers  fail  to  appreciate  the  value  of  stories  in  the  education  of  the 
child.  By  this  means  his  interest  may  be  aroused,  his  mental  faculties  stimulated 
and  developed,  his  language  improved  and  a  taste  for  good  reading  cultivated. 
At  least  twice  a  week,  oftener  if  possible,  there  should  be  a  period  for  telling 
stories.  A  part  of  this  time  should  be  given  to  telling  historical  stories,  especially 
stories  of  historical  heroes,  to  the  children  of  the  fourth,  fifth,  sixth  and  seventh 
grades,  although,  of  course,  the  children  of  the  whole  school  will  listen  to  them, 
children  are  naturally  hero  worshippers  and  heroic  deeds  especially  appeal  to 
them. 

The  pupils  should  not  be  allowed  to  remain  entirely  receptive  in  this  work. 
It  is  not  merely  for  their  entertainment.  To  secure  the  best  results,  the  stories 
should   be  told   by  the  teacher  and   reproduced  by  the  pupils  either  orally  or  in 


SEVENTH  GRADE  71 

writing.  Nothing  better  can  be  found  for  language  work.  Younger  pupils  should 
repeat  them  orally.  The  older  pupils  may  give  them  in  written  form,  although 
oral  reproduction  is  valuable  for  them  also.  Not  too  much  should  be  told  at  one 
time  and  the  language  used  should  be  simple  and  clear.  Only  a  few  proper 
names  should  be  used  and  the  story  should  be  made  as  interesting  and  dramatic 
as  possible. 

The  teacher  should  not  be  satisfied  with  bringing  out  alone  the  deeds  of  the 
heroes  studied.  Their  romantic  and  exciting  deeds  will  easily  serve  as  a  means 
of  getting  the  children  interested;  but  the  pupils  should  be  led  incidentally  to 
learn  of  the  customs,  manner  of  living,  food,  dress,  utensils,  implements,  weapons, 
houses,  industries,  education  and  training,  games,  etc.,  of  the  heroes  and  the 
people  whom   they   represent  and   the   events   with   which  they  were   connected. 

The  following  will  furnish  good  stories  for  this  work:  Columbus,  Ponce  de 
Leon,  Cortez,  De  Soto,  Captain  John  Smith,  Miles  Standish,  Champlain,  LaSalle, 
Marquette,  Penn,  Washington,  Franklin,  Lincoln,  Jackson,  Lewis  and  Clark,  Jeffer 
son,  Hamilton,  Webster,  Clay,  Calhoun,  Fremont,  Paul  Jones,  Perry,  Grant,  Dewey, 
Daniel  Boone,  George  Rogers  Clark  and  many  others. 

The  children  of  the  sixth  and  seventh  grades  should  be  encouraged  and  expected 
to  do  much  reading  for  themselves  if  suitable  historical  and  biographical  books 
are  accessible.  Every  school  ought  to  have  such  books  as  the  children  will  like 
to  read.  If  a  suitable  library  is  not  at  hand,  the  teacher  can  easily  get  a  travel- 
ing library  by  writing  to  the  State  Librarian,  Lansing. 

The  Colonial  Period  should  be  studied  by  the  seventh  grade. 

SUGGESTIONS 

1.  Give  attention  to  only  a  few  of  the  most  important  discoveries  and  explora- 
tions. 

2.  Study  in  detail  only  three  or  four  of  the  leading  colonies,  such  as  Virginia, 
Massachusetts,  New  York  and  Pennsylvania.  Study  the  life  of  the  people  in 
colonial  times  especially. 

3.  Bring  out  the  importance  of  the  struggle  between  the  French  and  English 
in  North  America. 

4.  Be  sure  to  study  Michigan  history.  Show  how  Michigan  was  explored  by 
the  French  and  that  Detroit  and  a  few  other  places  were  settled  by  them.  Its 
transfer  to  the  English  after  the  French  and  Indian  War.  Pontiac's  Conspiracy. 
Michigan  in  the  War  of  1812.  Lewis  Cass  and  his  work  for  the  territory.  Settle- 
ment by  Americans.  Trouble  over  the  southern  boundary  line.  Admission  as  a 
state,  etc.  The  study  of  Michigan  history  is  more  important  to  the  children  of 
the  state  than  that  of  almost  any  of  the  original  Thirteen  Colonies. 


EIGHTH   GRADE 

Reading — Fifth  reader  or  good  literature.      History — Textbook. 

Spelling — Orthography.  Civil  Government — One-half  year.    Use 

textbook     in    Michigan    gov- 
Grammar— Book  completed.  ernment. 

Arithmetic — Second      book       completed,     Elementary      Agriculture — Intensive 
mental  work  continued.  work,  one-half  year. 

Textbooks — In  all  branches. 

Give    civil    government,    three    times    per    week    and    agriculture    two    times    per 
week  throughout  the  year. 


READING 

(See  seventh   grade) 

ORTHOGRAPHY 

If  a  textbook  is  used  in  this  subject,  do  not  overlook  spelling.  Give  constant 
drill  in  all  difficult  words  found  in  literature,  history  and  civil  government,  or 
review  preceding  year's  spelling  with  the  seventh  grade. 

WRITING 
(See   sixth   grade) 

POEMS   TO   BE   MEMORIZED 


Lead,  Kindly  Light 

John  Henry  Newman 

Lead,  kindly  light,  amid  th'  encircling  gloom, 

Lead  Thou  me  on; 
The  night  is  dark,  and  I  am  far  from  home, 

Lead  Thou  me  on. 
Keep  Thou  my  feet;    I  do  not  ask  to  see 
The  distant  scene;   one  step  enough  for  me. 

I  was  not  ever  thus,  nor  prayed  that  Thou 

Shouldst  lead   rue  on: 
I  loved  to  choose  and  see  my  path;  but  now 

Lead  Thou  me  on. 
I  loved  the  gnrish  day;  and,  spite  of  fears, 
Pride  ruled  my  will;     remember  not  past  years, 


EIGHTH  GRADE  73 

So  long  Thy  power  hath  blest  me,  sure  it  still 

Will  lead  me  on 
O'er  moor  and  fen,  o'er  crag  and  torrent,  till 

The  night  is  gone, 
And  with  the  morn  those  angel  faces  smile, 
Which  I  have  loved  long  since,  and  lost  a  while. 


Address  at  Gettysburg 

(Dedication  of   National   Cemetery,   Nov.    !!•.    1863.) 

Abraham  Lincoln 

Fourscore  and  seven  years  ago  our  fathers  brought  forth  upon  this  continent 
a  new  nation,  conceived  in  liberty  and  dedicated  to  the  proposition  that  all  men 
are  created  equal.  Now  we  are  engaged  in  a  great  civil  war,  testing  whether  that 
nation  or  any  nation  so  conceived  and  so  dedicated  can  long  endure.  We  are  met 
on  a  great  battlefield  of  that  war.  We  have  come  to  dedicate  a  portion  of  that 
field  as  a  final  resting  place  for  those  who  here  gave  their  lives  that  that  nation 
might  live.  It  is  altogether  fitting  and  proper  that  we  should  do  this;  but  in  a 
larger  sense  we  cannot  dedicate,  we  cannot  consecrate,  we  cannot  hallow  this 
frround.  The  brave  men,  living  and  dead,  who  struggled  here,  have  consecrated 
it  far  above  our  power  to  add  or  detract.  The  world  will  little  note,  nor  long 
remember,  what  we  say  here;  but  it  can  never  forget  what  they  did  here.  It  is 
for  us,  the  living,  rather  to  be  dedicated  to  the  unfinished  work  which  they  who 
fought  here  have  thus  far  so  nobly  advanced.  It  is  rather  for  us  to  be  dedicated 
here  to  the  great  task  remaining  before  us;  that  from  these  honored  dead  we 
take  increased  devotion  to  that  cause  for  which  they  gave  the  last  full  measure 
of  devotion;  that  we  here  highly  resolve  that  these  dead  shall  not  have  died  in 
vain;  that  this  nation,  under  God,  shall  have  a  new  birth  of  freedom;  and  that 
government  of  the  people,  by  the  people,  and  for  the  people,  shall  not  perish  from 
the  earth. 


Crossing  the  Bar 

Alfred  Tennyson 

Sunset  and  evening  star. 

And  one  clear  call  for  me! 

And  may  there  be  no  moaning  of  the  bar, 

When  I  put  out  to  sea. 

But  such  a  tide  as  moving  seems  asleep, 

Too  full  for  sound  and  foam, 

When  that   which   drew   from  out  the  boundless  deep 

Turns  again  home. 

Twilight  and  evening  bell, 

And  after  that  the  dark! 

And  may  there  be  no  sadness  of  farewell, 

When  I  embark! 

For  tho'  from  out  our  bourne  of  Time  and  Place 

The  flood  may  bear  me  far, 

I  hope  to  see  my  Pilot  face  to  face 

When  I  have  crossed  the  bar. 


10 


74  STATE  MANUAL  AND  COURSE  OP  STUDY 

The  Chambered  Nautilus 

Oliver  Wendell  Holmes 

This  is  the  ship  of  pearl,  which,  poets  feign, 
Sails   the   unshadowed   main, — 
The  venturous  bark  that  flings 
On  the  sweet  summer  wind  its  purpled  wings 
In  gulfs  enchanted,  where  the  siren  sings, 
And  coral  reefs  lie  bare, 

Where  the  cold  sea  maids  rise  to  sun  their  streaming 
hair. 

Its  webs  of  living  gauze  no  more  unfurl; 

Wrecked  is  the  ship  of  pearl! 

And  every  chambered  cell 

Where  its  dim  dreaming  life  was  wont  to  dwell, 

As  the  frail  tenant  shaped  his  growing  shell, 

Before  thee  lies  revealed, — 

Its  irised  ceiling  rent,  its  sunless  crypt  unsealed! 

Year  after  year  beheld  the  silent  toil 
That  spread  his  lustrous  coil; 
Still,  as  the  spiral  grew, 

He  left  the  past  year's  dwelling  for  the  new, 
Stole  with  soft  step  its  shining  archway  through, 
Built  up  its  idle  door, 

Stretched  in  his  last-found  home,  and  knew  the  old 
no  more 

Thanks  for  the  heavenly  message  brought  by  thee, 
Child  of  the  wandering  sea, 
Cast  from  her  lap,  forlorn! 
From  thy  dead  lips  a  clearer  note  is  born 
Than  ever  Triton  blew  from  wreathed  horn! 
While  on  mine  ear  it  rings, 

Through  the  deep  caves  of  thought  I  hear  a  voice  that 
sings. 

Build  thee  more  stately  mansions,  O  my  soul, 

As  the  swift  seasons  roll! 

Leave  thy  low-vaulted  past! 

Let  each  new  temple,  nobler  than  the  last, 

Shut  thee  from  heaven  with  a  dome  more  vast, 

Till  thou  at  length  art  free, 

Leaving  thine  outgrown  shell  by  life's  unresting  sea! 

L'Enyoi 

Rudyard  Kipling 

When  Earth's  last  picture  is  painted,  and  the  tubes  are  twisted  and  dried, 
When  the  oldest  colours  have  faded,  and  the  youngest  critic  has  died, 
We  shall  rest,  and,  faith,  we  shall  need  it — lie  down  for  an  aeon  or  two, 
Till  the  Master  of  All  Good  Workmen  shall  set  us  to  work  anew! 

And  those  who  were  good  shall  be  happy;  they  shall  sit  in  a  golden  chair; 
They  shall  splash  at  a  ten-league  canvas  with  brushes  of  comet's  hair; 
They  shall  find  real  saints  to  draw  from — Magdalene,  Peter,  and  Paul; 
They  shall  work  for  an  age  at  a  sitting  and  never  be  tired  at  all! 

And  only  the  Master  shall  praise  us,  and  only  the  Master  shall  blame; 
And  no  one  shall  work  for  money,  and  no  one  shall  work  for  fame; 
But  each  for  the  jov  of  the  working,  and  each,  in  his  separate  star, 
Shall  draw  the  Thing  as  he  sees  It  for  the  God  of  Things  as  They  Are! 


EIGHTH  GRADE  75 


Work 

Henry  van  Dyke 

Let  me  but  do  my  work  from  day  to  day, 
In  field  or  forest,  at  the  desk  or  loom, 
In  roaring  market-place  or   tranquil  room; 
Let  me  but  find  it  in  my  heart  to  say, 
When   vagrant  wishes   beckon   me   astray, 
"This  is  my  work;    my  blessing  not  my  doom; 
"Of  all  who  live,  I  am  the  one  by  whom 
"This  work  can  best  be  done  in  the  right  way.' 

Then  shall  I  see  it  not  too  great,  nor  small, 
To  suit  my  spirit  and  to  prove  my  powers; 
Then  shall  I  cheerful  greet  the  labouring  hours, 
And  cheerful  turn,  when  the  long  shadows  fall 
At  eventide,  to  play  and  love  and  rest, 
Because  I  know  for  me  my  work  is  best. 


GRAMMAR 

(See  seventh  grade) 
Emphasize  the  composition  work  and  teach  common  figures  of  rhetoric. 

ARITHMETIC 

Review  percentage,  including  interest,  profit  and  loss,  discount. 

Teach  ratio  and  proportion. 

Mental  arithmetic  work  should  he  kept  parallel  with  the  written  work  in  these 
subjects.  Analysis  cannot  be  too  critical  in  this  year's  work.  There  is  no  better 
place  to  teach  accurate  use  of  language. 

In  teaching  the  right  angled  triangle  have  pupils  take  a  string  12  inches  or 
12  feet  long,  and  tie  knots  dividing  it  into  parts  having  ratio  of  3,  4,  5,  i.  e.,  3, 
4,  5  inches  or  feet,  in  length;  using  the  ends  and  knots  for  angles,  form  a  triangle 
and  it  will  be  a  right  angled  triangle. 

In  teaching  the  circle  and  sphere,  wind  the  area  of  a  4-inch  circle  and  a  4-inch 
sphere  with  a  string  to  show  that  it  takes  four  times  as  much  string  to  cover  the 
sphere,  illustrating  that  the  area  is  four  times  as  great. 

Pupils  memorize  the  following: 

If  the  radius  of  a  circle  =  1  in.,  1  ft.  or  1  yd.,  the  area  of  the  circle  =  3.1416 
sq.  in.,  3.1416  sq.  ft,  3.1416  sq.  yd.,  etc. 

When  r.  =  2,  area  of  circle  =  2  2  or    4  X  3.1416,  and  area  of  sphere  4  times  as  much. 

When  r.  =  3,  area  of  circle  =  3  2  or    9  X  3.1416,  and  area  of  sphere  4  times  as  much. 

When  r.  =  4,  area  of  circle  =  4 2  or  16  X  3.1416,  and  area  of  sphere  4  times  as  much. 

When  r.  =  \,  area  of  circle  =  \  2  or  \   X  3.1416,  and  area  of  sphere  4  times  as  much. 

When  r.  =  \,  area  of  circle  =  \  2  or  i   X  3.1416,  and  area  of  sphere  4  times  as  much 

When  r.  =  §,  area  of  circle  =  f  2  or  A  X  3.1416,  and  area  of  sphere  4  times  as  much, 
etc. 

Mensuration,  measurements  of  plane  surfaces, — squares,  triangles,  rectangles, 
etc.  Practical  problems  to  apply  them.  Square  root  and  its  application.  Also 
study  thoroughly  the  application  as  used  by  mechanics. 

The  subject  of  mensuration  may  be  very  much  simplified.  Too  often  the  rules 
are  given  without  illustration,  pupils  attempting  to  remember  each  independently 
and  seeing  no  connection  between  the  various  figures.  As  most  of  the  pupils 
will  never  study  geometry,  the  teacher  should  endeavor  to  so  illustrate  the  matter 
that  they  may  have  as  little  as  possible  to  remember  arbitrarily.     Beginning  with  the 


76  STATE   MANUAL   AND  COURSE  OF   STUDY 

rectangle,  pupils  will  see  that  its  area  is  equal  to  the  product  of  its  length  and 
breadth.  Then  show  them  that  an  oblique-angled  parallelogram  with  an  equal 
base  and  altitude  is  its  equivalent,  hence  its  measure  is  the  same.  They  will 
readily  see  that  the  measure  of  the  triangle  is  one-half  that  of  the  parallelogram, 
and  that  the  trapezoid  may  be  divided  into  two  triangles  whose  bases  are  the 
parallel  sides  of  the  trapezoid  and  whose  common  altitude  is  that  of  the  trap- 
ezoid. Next  deduce  the  rule  for  measurement  of  the  circle  by  considering  it  as 
composed  of  an  infinite  number  of  triangles. 

In  like  manner  we  may  pass  from  the  rectangular  prism  to  the  triangular,  and 
from  that  to  the  general  one.  Then  show  that  the  triangular  prism  may  be  divided 
into  three  equivalent  pyramids,  and  from  this  triangular  pyramid  we  may  pass  to 
the  general  one  and  to  the  cone.  This  sphere  is  seen  to  be  composed  of  an  infinite 
number  of  pyramids  whose  altitude  is  the  radius  of  the  sphere  and  the  sum  or 
whose  bases  makes  up  its  surface,  etc. 

Construct  solids  of  cardboard. 

Complete  and   review   both   mental  and  written  arithmetic. 

Teach  the  simple  equation  and  its  transformations  as  used  in  arithmetic. 


HISTORY 

In  the  eighth  grade  a  good  textbook  should  be  used,  but  the  work  should  not 
be  confined  entirely  to  it.  The  pupils  should  be  encouraged  and  required  to 
gather  information  from  other  books  when  they  are  available. 

As  has  been  well  said,  ''History  lessons  must  involve  not  merely  reading  the  text, 
however  intelligently,  but  the  introduction  of  other  related  texts,  the  study  of 
geographical  conditions,  free  discussion  carried  on  as  far  as  possible  by  the  pupils, 
explanation  by  the  teacher,  outside  reference  work, — provided  the  pupils  are 
mature  enough, — a  liberal  use  of  photographs  and  other  pictures,  and  of  related 
literature." 

One  of  the  greatest  defects  in  history  teaching  in  our  schools  is  the  emphasis 
put  upon  facts  alone  and  the  failure  to  teach  the  meaning  of  the  facts.  Much 
time  and  hard  work  ave  spent  in  learning  names,  dates,  statistics,  and  detailed 
facts  which  have  no  meaning  and  no  interest  for  the  children.  The  work  in 
history  should  not  consist  in  merely  memorizing  facts  but  should  help  to  develop 
the  imagination  and  the  thinking  powers  of  the  child.  The  teacher  should  not 
be  satisfied  with  having  the  pupils  say  over  certain  facts,  but  should  endeavor 
to  make  them  see  the  meaning  and  relation  of  those  facts, — should  help  them 
to  live  over  in  imagination  the  past. 

Points  to  be  Emphasized 

It  is  well  for  the  teacher  to  keep  constantly  in  mind  certain  points  to  be  brought 
out  in  teaching  a  history  lesson.     These  are: 

1.  The  historical  characters,  the  persons  or  people  who  took  part  in  the  event 
or  movement  that  is  being  studied.  Every  historical  event  has  its  human  element. 
The  leading  actors  should  not  be  merely  names  to  the  pupils,  they  should  be 
taught  so  that  they  stand  out  as  living  and  distinct  personalities.  A  comparison 
of  men  should  often  be  made.  This  study  of  historical  characters  may  be  so 
carried  on  as  to  become  a  great  moral  stimulus  to  the  children. 

2.  The  thing  that  took  place  or  was  accomplished.  The  teacher  should  not  be 
satisfied  until  the  children  have  clear,  accurate,  connected  ideas  of  the  event 
or  movement  under  consideration.  Then  they  should  be  required  to  give  a  clear, 
accurate  and  connected  account  of  the  thing  that  is  being  studied.  Of  course,  they 
should  not  be  held  to  give  a  mass  of  unimportant  details.  One  of  the  chief  defects 
in  teaching  history  in  our  schools  is  the  slovenly,  slip-shod,  fragmentary  manner 
in  which  pupils  are  too  commonly  allowed  to  recite  in  the  history  class.  The 
history  recitation  can  be  made  and  ought  to  be  made  not  only  a  valuable  exercise 
in  language  but  likewise  an  excellent  discipline  in  thinking  correctly.  The  aim 
should  be  exact  knowledge  and  correct  statement. 

?>.  The  geographical  relations.  The  soil,  climate  and  topography  of  a  country 
have  a  profound  effect  upon  its  history.  Almost  every  historical  event  and 
movement  is  directly  or  indirectly  caused  or  influenced  by  the  geographical  condi- 
tions  under- which   it  took  place.     These  should  be  carefully   brought  out  by  the 


EIGHTH  GRADE  77 

teacher.     This  will  help  to  make  history  study  interesting  and  give  it  meaning. 

The  teacher  should  make  use  of  maps  constantly  in  the  history  work.  He  should 
have  the  pupils  study  and  discuss  the  physical  features  of  the  region  where  the 
events  under  consideration  take  place  and  locate  all  important  historic  points  on 
the  map.  The  pupils  should  be  taught  how  to  use  a  map  in  this  connection.  They 
ought  also  to  draw  historical  maps. 

4.  The  time.  Events  in  history  have  a  time  relation  as  well  as  a  place  relation. 
The  learning  of  dates  may  easily  be  abused.  It  may  be  made  a  dry  and  profit- 
less task.  In  this  matter,  as  in  many  ethers,  extremes  are  to  be  avoided.  By 
no  means  all  the  dales  that  appear  in  the  textbook  should  be  learned  by  the 
pupil.  On  the  other  hand,  the  most  important  dates  should  be  thoroughly  master- 
ed, the  pupil  being  drilled  un  them  until  he  knows  them.  The  exact  date  of  some 
events  should  be  learned,  but  for  most  historical  events  it  is  sufficient  to  locate 
them  in  time  relative  to  some  ether  more  important  event.  For  example,  the 
date  when  Washington  became  president,  1789,  should  be  learned;  but  it  is  suffi- 
cient to  know  that  Hamilton's  financial  measures,  the  Genet  episode,  invention 
of  the  cotton  gin,  the  whisky  insurrection,  and  Jay's  treaty  came  in  Washington's 
administration,  during  the  eight  years  following  1789. 

5.  Cause  and  effects.  History  should  not  be  taught  as  a  series  of  disconnected, 
isolated  events.  Too  frequently  it  is  so  taught.  Historical  events  have  not  only 
a  time  relationship  and  a  place  relationship,  they  have  also  a  cause  and  effect 
relationship.  Events  and  movements  do  not  simply  happen.  If  the  work  in 
history  in  the  eighth  grade  and  high  school  is  to  reach  its  highest  educational 
value,  causes  and  results  must  be  carefully  traced  out.  For  example,  for  the 
pupil  to  learn  to  say  that  the  cotton  gin  was  invented  by  Eli  Whitney  in  1 7 '. » 4 
amounts  to  nothing  unless  he  is  made  to  see  the  tremendous  results  of  the  in- 
vention. To  teach  a  child  to  recite  glibly  a  few  facts  about  the  Missouri  Com- 
promise is  not  educating  him  much  unless  the  causes  leading  to  it  and  the  results 
growing  out  of  it  are  comprehended  by  him,  unless  it  is  seen  in  its  relations,  un- 
less, in  short,  the  real  meaning  is  got  out  of  it. 

Current  Events 

1.  Each  week  devote  one  period  to  events  that  are  attracting  attention  in 
Congress  and   in  the   State  Legislature. 

2.  Have  some  good  clean  newspaper  on  current  events  in  the  schoolroom  for 
pupils.     Discuss   those  topics  that  will  have  a  future  historical  significance. 

3.  Local  matters  of  county  and  township.     Political,  financial  (taxation),  social. 

4.  Biographical  sketches  of  local  and  State  people  of  prominence. 

5.  Educational  topics. 

Civil    Government 

The  organization  and  government  of  the  school;  rights  and  duties  of  members 
of  the  school;  the  school  board,  names  of  members,  when  and  how  chosen,  duties 
and  powers;  taxation  for  school  purposes.  The  township:  size;  history;  officers, 
election,  powers  and  duties.  The  county:  size,  history;  county  seat;  officers, 
election,  powers  and  duties.  The  state:  history;  the  legislature,  two  houses, 
number  of  members,  election,  passing  of  laws;  executive  department,  principal 
officers,  election,  powers  and  duties;  judicial  department,  con  its  and  judges, 
civil  and  criminal  cases.  The  United  States:  the  adoption  of  the  Constitution; 
Congress,  number  of  members,  election  of  members,  powers,  etc.;  the  President, 
his  election,  qualifications,  powers  and  duties;  the  executive  departments  and 
cabinet;  judicial  department,  courts  and  judges  and  their  functions.  The  rights 
and  duties  of  citizenship.  Self-government.  Representative  government.  Law 
and  liberty.  Justice.  The  suffrage  and  manner  of  voting.  Political  parties  and 
party  machinery.     Revenue  and   taxation. 

Much  of  the  subject  of  civics  should  he  taught  in  connection  with  the  history: 
such  as  the  government  of  the  Colonies,  the  township  system  of  New  England 
and  the  county  system  of  the  South,  the  weakness  of  the  Articles  of  Confedera- 
tion, the  adoption  of  the  Constitution,  the  election  of  president  in  connection 
with  the  elections  of  1800  and  1824,  impeachmenl  in  connection  with  Johnson, 
etc.  Much  may  also  be  done  along  this  line  by  the  teaching  of  current  political 
events.  Many  teachers  of  civics  use  what  may  lie  called  the  laboratory  method 
with  good  results.     Elections  are  carried  on  by  the  pupils;    various  blanks  are  ob- 


78  STATE  MANUAL  AND  COURSE  OF  STUDY 

tained  from  the  proper  officers  and  examined  and  filled  out  by  the  pupils;  visits 
are  made  to  the  court  house,  and  to  other  places  where  the  processes  of  govern- 
ment are  being  conducted.  If  advantage  is  taken  of  the  opportunities  within  easy 
reach,  the  work  will  be  given  life  and  will  have  much  greater  educational  value. 

The  subject  of  civics  is  poorly  taught  so  often  because  teachers  know  so  little 
about  it.  Not  more  methods  are  needed  so  much  as  a  fuller  knowledge  of  the 
subject  matter. 

When  it  is  considered  that  a  large  percentage  of  children  leave  school  at  the 
close  of  the  eighth  grade  and  when  the  importance  of  this  subject  to  citizens 
and  future  voters  is  weighed  the  duty  of  giving  careful  attention  to  this  study 
is  evident.  Four  objects  should  be  kept  constantly  in  view  by  the  teacher;  to 
imbue  the  children  with  the  spirit  of  our  institutions;  to  give  them  a  good 
knowledge  of  the  structure  and  workings  of  our  several  governments;  to  make 
them  intelligent  in  regard  to  some  of  our  most  important  political  questions;  and 
most  important  of  all,  to  instill  into  them  a  sound  political  morality. 

The  emphasis  should  be  placed  on  local  government  and  what  the  local,  state 
and  national  government  are  actually  doing  for  the  people.  Many  things  with 
which  the  ordinary  person  has  little  to  do,  like  the  national  judiciary,  should 
receive  little  attention.  Many  pcitions  of  the  national  and  state  constitution 
should  be  entirely  omitted.  Make  the  work  practical.  Give  the  pupils  what 
they  will  need  as  citizens. 


APPENDIX 


AGRICULTURE 

NATURE    STUDY 
GRADES    II   AND    III 

1.  Nature  observations.     To  develop  the   perceptive  and   apperceptive  qualities 

of   mind. 

2.  Nature  stories. 

3.  Nature  poems. 

4.  Names  and   general  descriptions  of  occupations. 

5.  Names  of  common  flowers,  birds,  trees  and  shrubs. 

6.  Collection  of  curios,  or  the  preparation  of  a  child's  museum. 

Note. — Nature  study  is  not  a  study,  but  a  spirit.  It  is  the  spirit  of  the  teacher  as  related 
to  nature  development — the  spirit  of  interest  in  nature  for  the  child.  The  observation  may 
include  any  objects  which  naturally  appeal  to  the  child  on  the  earth,  in  the  sky  or  in  water. 
All  things  must  he  considered  as  wholes — the  flowers  are  not  to  he  pulled  to  pieces,  the 
fruits  cut  jnto  hits,  nor  to  any  extent  the  practical  uses  of  any  of  these  things  taught. 
Nature  study  must  not  he  utilitarian.  Tin1  instinct  of  curiosity  is  appealed  to  largely  as 
the  basis  of  the  work,  and  we  are  to  lead  out  into  the  instincts  of  play  and  imitation. 
Talks  by  the  teacher,  nature  stories  read  to  the  child,  must  be  depended  upon  to  arouse 
the  spirit  in  the  first  place  and  then  the  teacher  is  to  utilize  the  material  suggested  or 
brought  into  the  school  by  the  child.  Remember  that  nature  study  is  to  the  child  and 
for  the  child  and  from  the  child's  standpoint,  and  not  with  the  teacher's  mind  or  from 
the   teacher's   standpoint. 

GRADES    IV,    V,    VI,    VII 

Exercises  and  observations 

1      ^      .       fFor  man — Kinds,  sources,  prenaration. 

I  For  animals — Natural,   artificial,  sources. 

2.  Clothing  or  protection       \     °r  ™^n'  lt.       I  Sources,  countries. 

f  r  OI    3,  II 1  111  a  I S . 

3.  Observation  and  study  of  seeds,  grains  and  fruits. 

4.  Study  of  roots,  tubers  and  bulbs. 

5.  Seed  testing. 
For  germination. 

6.  Observation   and   study   of   the   manner   of  plant  growth   and   development   of 

plants  termed  a^  annual,  biennial  and  perennial. 

7.  The  time  of  planting  and  of  harvesting. 

8.  Gardening. 

(a)  Vegetable. 

(b)  Flower. 

9.  Study  of  birds. 

(a)  Names. 

(b)  Time  of  appearance. 

(c)  Useful  or  harmful. 

(d)  Time  of  disappearance. 

10.  Insects. 

(a)  Observation   and  study   of  the   development    and   life  history  of  several 

common  varieties. 

(b)  Useful  or  harmful  insects. 

(c)  Time  of  appearing  and    disappearing. 

(d)  Cleans  of  destroying  harmful  insects. 

11.  Weights  and   measures. 
Computation  of  problems. 


82  STATE   MANUAL  AND  COURSE  OF  STUDY 

Note. — Agriculture  for  the  intermediate  grades  must  continue  the  nature  study  spirit 
and  introduce  the  utilitarian  values  It  should  be  based  almost  entirely  upon  the  food 
products  and  upon  means  of  procuring  clothing  and  other  protection.  This  work  is  not 
to  be  technical  nor  to  deal  very  largely  in  technical  terms.  The  teacher  should  remember 
that  there  are  four  years  for  the  completion  of  this  work,  and  these  grades  should  be 
grouped  for  these  exercises  during  the  four  ye»r  period,  and  for  one  exercise  per  week. 
The  school  garden  or  the  home  garden  should  be  used  as  the  center  around  which  all  of 
the  other  work   will   be   organized  and  carried  out. 

GBADE  virr 

Agriculture  for  this  grade  should  be  based  upon  a  good  elementary  textbook. 
Some  of  the  good  ones  are  named  at  the  close  of  this  topic.  We  would  sug- 
gest that  the  exercise  in  agriculture  be  given  on  not  more  than  two  days  a 
week.  In  any  of  the  textbooks  will  be  found  suggestive  exercises  and  these  may 
be  enlarged  according  to  the  time  given  to  the  subject  and  the  local  opportunity 
for  home  garden  work. 

The  following  topics  indicate  the  subjects  to  be  emphasized  as  found  in  the 
ordinary  textbook. 

1.  Study  of  seeds,  grains  and  grasses. 

(a)  Seeds  and  grains — form  and  color,  weight  and  content. 

(b)  Grasses — varieties  and  uses. 

2.  Study  of  buds,  leaves  and  stems. 

3.  Farm  crops  grown  in  the  vicinity  and  uses  of  each. 

4.  Legumes — varieties  and   uses. 

5.  Soils— types,   tillage,  moisture,   fertility. 

6.  Seed  testing  for  corn,  wheat,  oats,  clover-seed,  alfalfa. 

7.  Gardening. 

(a)  Planning  and  platting. 

(b)  Fertilizing. 

(c)  Seed-bed  preparation. 

(d)  Planting — depth  and  distance  apart. 

(e)  Culture  and  tillage. 

(f)  Harvesting. 

(g)  Marketing. 

8.  The  process  of  potato  growing. 

9.  The  process  of  corn  growing. 

10.  Corn  judging. 

11.  Plant  propagation  as  applied  to  fruit  culture. 

12.  Care  of  the  dairy  cow. 

13.  The  care  of  milk. 

14.  Rotation  of  farm  crops  and  preservation  of  soil  fertility. 

15.  The  elements  of  forestry,  especially  as  applied  to  the  development  and  care 

of  the  farm  wood  lot. 

16.  The  beautifying  of  school  and  home  grounds. 


OUTLINE  OF  SPECIAL  STUDIES  ACCORDING  TO  THE  SEASON 

Fall  Term. 

Farm  Crops.  Make  a  study  of  corn,  potatoes,  fruits,  vegetables,  using  the  ma- 
terial in  some  textbook  as  a  base  and  also  observations  in  the  field. 

Follow  this  with  seed  selection;   that  is,  selecting  seed  corn,  seed  potatoes,  etc. 

Judging  exercises — corn,   potatoes,  vegetables  and  fruits. 

Study  of  weeds,  and  collecting  weed  seeds. 

Make  a  collection  of  the  seeds  and  grains  of  the  farm  crops  of  the  community, 
these  to  be  placed  in  small  bottles  or  pint  cans. 

Winter  Term. 

Continue  exercises   in   judging  of  farm   products,  study  different  types  of  farm 

animals,  the  care  and   uses  of  each. 
Give  exercises  in  mechanical  drawing.     That  is,  making  plats  of  school  grounds, 

farms,  home  grounds  and  farm  buildings. 
Toward  the  close  of  the  winter  term  take  up  the  work  in  dairying  and  prepare 

the  older  students  to  use  the  Babcock  Tester. 


APPENDIX  83 

Spring  Term. 
Horticulture.     Study  different  methods  of  plant  propagation,  seed  testing,  test- 
ing  corn,  oats,   clover   seed   and   garden   vegetables,    garden    preparation  and 
planting. 
Soils.     Four  principal  kinds.     Secure  samples.     Study   soil  tillage,   preparation 
of  seed  bed,  use  of  fertilizers,  development  of  humus,  etc. 

This  brief  outline,  gives  the  work  in  the  order  in  which  it  may  be  profitably 
done  during  the  year  and  covers  the  essentials  as  found  in  any  elementary  text. 
I  think  it  should  be  studied  in  this  order  without  regard  to  the  order  in  which 
the  text  gives  it. 


Agriculture  for  Common   Schools — Fisher  &   Cotton,   Chas.   Scribner's   Sons. 

Introduction  to  Agriculture — Upham,  D.  Appleton  &  Co. 

Beginnings  in  Agriculture — Mann,  The  Macmillan  Co. 

First  Principles  of  Agriculture — Goff  &  Mayne,  American  Book  Co. 

Productive  Farming — Davis,  J.  B.  Lippincott  Co. 

Agriculture  for  Beginners — Burkett,  Stevens  &  Hill,  Ginn  &  Co. 

One  Hundred  Lessons  in  Agriculture — Nolan,  Rowe,  Peterson  &  Co. 


84  STATE   MANUAL   AND  COURSE  OF  STUDY 


BOOKKEEPING 

In  accordance  with  the  suggestion  of  the  committee  of  twelve  the  following 
simple  forms  of  keeping  accounts  are  outlined.  It  is  thought  that  the  work  is 
best  fitted  for  the  winter  term  when  the  older  pupils,  especially  the  boys,  are 
most  likely  to  attend   school. 

It  is  not  necessary  that  a  teacher  be  master  of  the  intricacies  of  book-keeping 
to  teach  the  following  business  forms  and  accounts. 

The  aim  of  bookkeeping  is  to  keep  concise  statements  of  every  transaction. 
So  be  sure  to  make  full  explanations  and  save  every  piece  of  evidence  that  comes 
into  your  possession.     Be  prepared  for  the  unexpected. 

Preparatory  work. 

1.  Teach   method   of  ruling,  and   of  writing  dollars  and  cents  in  columns. 

2.  Give  much  practice  in  footing  columns  and  striking  balances.  This  is  done 
as  follows: 

Add  the  debit  and  credit  money  columns.  Place  the  difference  (red  ink)  in 
the  smaller  column,  and  in  the  item  column  at  the  left,  write  the  word  "Balance" 
(red  ink).  The  sum  of  each  column  will  then  be  the  same.  Two  red  lines  are 
drawn  below  the  footings  to  indicate  that  the  account  is  closed.  The  difference 
(black  ink)  is  then  placed  in  the  money  column  of  the  larger  side  and  the 
word   "Balance"    (black  ink)    written  in  the  item  column. 

3.  Teach  the  general  rules  that, — 

What  costs  value  belongs  on  the  debit  side,  i.  e.,  left  hand  side. 
What  brings  value  belongs  on  the  credit  side,  i.  e.,  right  hand  side. 
All  cash  on  hand  and  received,  belongs  on  the  debit  side. 
All  cash  paid  out  belongs  on  the  credit  side. 
The  balance  of  cash  account  always  shows  the  money  on  hand. 
A  draft  is  based  upon  the  theory  that  the  drawee  has  money  in  his  possession 
belonging  to  the  drawer. 

A  note,  order  or  draft  is  negotiable  only  when  made  payable  to  ''order"  or 
"bearer." 

Notes,  drafts  and  checks  when  made  payable  to  order  must  be  endorsed  before 
they  are  negotiated  or  before-  they  are  cashed.  Bear  in  mind  that  liability  is 
usually  incurred  when  we  endorse  any  paper. 

Business  men  prefer  to  pay  debts  by  check  because  this  avoids  the  necessity 
of  keeping  money  on  hand.  Before  the  holder  can  obtain  the  cash  he  must 
endorse  the  check.  This  paid  check  is  returned  to  the  maker  and  serves  as  a 
receipt. 

The  endorsements  are  always  on   the  upper  left  hand  end.     To  illustrate: 
As  you  look  at  the  note  following,  the  writing  commences  at  the  left  hand  end 
and  your  pen  is  in  your  right  hand.     Turn   the  note  over  with  the  left  hand  and 
across  the  back  near  the  top,  and  where  the  loft  hand  is.  write  the  endorsement, 
or  in  other  words  the  endorsement  will  be  on  the  spindle  end  of  the  note. 
The  following  are  some  of  the   different  kinds   of  endorsements: 

Blank    John   Roe. 

Qualified   Without  Recourse. 

.    John  Roe. 

Restrictive  Pay  to  John  Doe. 

John  Roe. 
Waiving  Protest   Waiving  Protest. 

John  Roe. 

Successive    John   Roe. 

Henry  Doe. 
Dean  Snow. 


APPENDIX  85 

The  following  are    some   of  the   common   forms  of   business   papers   as   used   in 
business: 

Receipt 


<?~es 


Note 


Joint  Note 


oes  a-t^ 


86  STATE  MANUAL  AND  COURSE  OF  STUDY 

Chech 


Sight  Draft 


Bank  Draft 


APPENDIX 


87 


Define,  illustrate  and  give  the  value  and  meaning  of  every  paper  used  in  the 
course,  or  in  business.  Use  the  dictionary,  or  have  some  commercial  law  text 
from  which  an  explanation  of  the  terms  can  be  obtained.  Get  copies  of  the  real 
papers  from  some  local  bank  or  insurance  office.  The  common  papers  are  notes, 
checks,  insurance  policies,  contracts,  (teachers'  contract)  leases,  deeds,  (quit 
claim  and  warranty)    mortgages,   (chattel,  and  land)   abstracts,  etc. 

Draw  up  a  promissory  note  and  see  if  it  conforms  to  the  following  points: 
Is  it  sure  to  come  due?  Is  it  properly  signed?  Is  it  with  or  without  interest? 
Is  the  amount  to  be  paid  definitely  stated? 

When  due  to  whom  must  it  be  presented  for  payment?  If  payment  is  refused 
what  is  the  next  step  to  take  so  as  to  hold  the  endorsers.  (The  note  must  be 
protested,  and  on  the  day  that  it  is  due.  Any  bank  will  gladly  inform  you  all 
about  notes.) 

Do  not  allow  notes  to  run  over  the  due  date.  Why?  Define  and  illustrate 
certified  checks,  bank  drafts,  cashiers  checks.  Discuss  the  various  ways  of  sending 
money  out  of  town  and  advantages  or  disadvantages  of  each  way. 

Discuss  fire  insurance.  Get  an  old  policy  and  study  carefully  all  of  the  pro- 
visions, especially  those  that  are  written  in  or  are  attached  to  the  Standard  form 

This  part  of  the  course  can  be  made  very  interesting,  useful  and  instructive. 
The  different  phases  suggested  above  are  only  a  few  of  the  many  that  can  be 
taken  up.  Many  misunderstandings  could  have  been  avoided  if  the  parties  had 
put  in  writing  what  they  were  to  do.  Insist  that  students  read  over  every  pieca 
of  paper  and  understand  the  meaning  of  every  word  that  is  used  before  they  sign 
it. 

The  field  is  so  broad  that  one  does  not  know  where  to  stop.  Business  is  always 
changing.  That  is  what  gives  it  life.  Be  patient,  be  thorough,  keep  at  it  and 
compensation  will  more  than  repay  for  the  effort. 


St  dement  Form  of  Account 
Student  in   Account  with   H.  B.   Clark 


1914 


Dr. 


Jan. 

« 

« 

Feb. 

Mar. 
« 

3 
5 

15 
5 
5 

28 

5 

8 
2 

To  25  lbs.   Sugar 
"     4     "     Coffee 
"     6     "     Crackers 
"      1  bbl.  Apples 
"      1  doz.  Oranges 
"     3  bu.  Potatoes 

Cr. 
By  Cash 
"   3  Days'  Work 
"   500  ft.  Lumber 

Balance  due 

@     $0 .05 
.20 
.10 

.60 

@     1.25 
12. M 

$1 

3 

1 

25 
80 
60 
00 
30 
80 

7 

75 

Jan. 
« 

Mar. 

3 
3 
6 

00 
75 
00 

12 

7.-. 

5 

00 

Received  of (student) 

Five  dollars  to  balance  account. 
H.  B.  Clark. 

Exercise  No.   1. 


Journalize,  post,  take  a  trial  balance,  make  a  statement  of  resource  and  lia- 
bility also  of  loss  and  gain;  close  the  loss  and  gain  accounts  in  the  ledger,  and 
leave  it  ready  for  the  next  exercise. 


88 


STATE   MANUAL   AND  COURSE  OF  STUDY 


Jan.  1.     You   commence  business  and   invest  cash,  $5,000. 

Bought  a  bill  of  merchandise  for  cash,  $2,000. 

Sold  a  bill  of  merchandise  for  cash,  $1,200. 
Jan.  2.     Bought  a  bill  of  merchandise  for  cash,  $2,000. 

Sold  a  bill  of  merchandise  for  cash,  $200. 

Bought  a  bill  of  merchandise  for  cash,  $500. 

Sold  a  bill  of  merchandise  for  cash,  $98. 
Jan.  3.     Paid  cash  for  freight,  $25.      (Debit  Mdse.) 

Received  cash  for  a  bill  of  merchandise,  $328.25. 

Bought  a  bill  of  merchandise  for  cash,  $229.38. 
Inventory:      Merchandise,  $3,000. 


Exercise  No.  1  will  appear  as  follows  when  journalized: 

Lansing,  Mich.,  Jan.  1,  19 — . 


1<» 


20 
20 

Cash 
Student 

20 
20 

Merchandise 
Cash 

20 
20 

Cash 

Merchandise 

20 
20 

Merchandise 
Cash 

20 
20 

Cash 

Merchandise 

20 
20 

Merchandise 

Cash 

20 
20 

Cash 

Merchandise 

20 
20 

Merchandise 
Cash 

20 
20 

Cash 

Merchandise 

20 
20 

Merchandise 
Cash 

Commenced   business, 
investing  cash. 

Bought  bill  of  mer- 
chandise from  Hill  & 
Co.  for  cash. 

Sold  Jones  &  Co.,  bill 
of  merchandise  for  cash. 

Bought  bill  of  mer- 
chandise from  Hill  & 
Co.  for  cash. 

Sold  Hume  &  Co.,  for 
cash,  merchandise. 

Bought  a  bill  of  mer- 
chandise from  Snow  & 
Co.  for  cash. 

Sold  Frost,  W.  A.  bill  of 
merchandise  for  cash. 

Paid  I.  N.  R's  bill  for 
freight. 

Received      cash   from 
Lane  &  Co.  for  mer- 
chandise. 

Paid  Hill  &  Co.  cash  for 
merchandise. 


S5000 

00 

$5000 

2000 

00 

2000 

1200 

00 

1200 

2000 

00 

2000 

200 

00 

200 

500 

00 

500 

98 

00 

98 

25 

00 

25 

328 

25 

328 

229 

38 

229 

(Figures  at  left  margin  indicate  page  of  Ledger  where  each  item  is  posted.) 


APPENDIX 


89 


Exercise  No.  1  will  appear  as  follows  when  posted  and  closed. 


20 


Student,  F.  M. 

245  State  St.,  Lansing,  Mich. 


Man. 


P.  W. 


5071 

87 

Jan. 

1 
3 

5071 

87 

Jan. 

3 

Net  Gain 


P.  W. 


10 
20 


5000 
71 


5071 


5071 


00 

87 


87 


87 


Cash 


Jan. 

1 

(Explanation 

10 

5000 

00 

Jan. 

1 

10 

2000 

00 

1 

column  see 

10 

1200 

00 

2 

10 

2000 

00 

2 

note  below.) 

10 

200 

00 

2 

10 

500 

00 

2 

10 

98 

00 

3 

10 

25 

00 

3 

10 

328 

25 

3 

10 

229 

38 

Balance 

Man. 

3 

Balance 

2071 

87 

6826 

25 

6826 

25 

Jan. 

3 

2071 

87 

Jan. 

1 

10 

2000 

00 

Jan. 

1 

10 

1200 

00 

2 

10 

2000 

00 

2 

10 

200 

00 

2 

10 

500 

00 

2 

10 

98 

00 

3 

10 

25 

00 

3 

10 

328 

25 

3 

10 

229 

38 

Man. 

3 

Inventory 

3000 

00 

*Jan. 

3 

Loss  and  Gain 
Inventory 

20 

71 

87 

4826 

25 

1826 

25 

Jan. 

3 

:; i 

00 

Loss  and  Gain 


Man. 


Student's 
Net  Gain 


20 


71 


87 


Jan. 


Mdse 


20 


71 


87 


(*Red  ink.  All  rulings  in  red  ink.) 
Explanation  column.  When  the  amount  is  from  the  journal  no  Letter  is  used  as  no  letter 
means  the  journal,  but  C.  indicates  cash  book;  S.,  sales  book;  /.,  invoice  book,  B.B.,  bill 
book,  etc.  The  number  "  10"  indicates  that  the  $5000  is  from  page  ten.  If  the  letter  C. 
was  written  in  the  explanation  column  it  would  mean  that  the  amount  was  from  the  cash 
book,  page  ten. 
12 


90 


STATE   MANUAL  AND  COURSE  OF  STUDY 


Exercise  No.  1  appears  as  follows  in  a  trial  balance  and  financial  statements. 
Trial  Balance  Jan.  S,  19—. 


Student 

Cash 

Merchandise 

Statement  of  Resources 
Mdse.  Inventory 
Cash 

Total 
Liabilities  None 

Present  Worth 

Statement  of  Gains 
Mdse.  Inventory 
"       Debit 

"       Gain 
Losses  None 

Net  Gain 

Capital  at  beginning 
Net  Gain 

Present  Worth  or  Net  Capital 

2071 

2928 

87 
13 

5000 

00 

5000 

00 

5000 

00 

3000 
2071 

00 

87 

5071 
0 

87 

5071 

87 

3000 
2928 

00 
13 

71 
0 

87 

71 

87 

5000 
71 

00 

87 

5071 

87 

Exercise  No.  2. 


Treat  this  exercise  as  you  did  the  first  one.  Open  new  accounts  as  needed,  leav- 
ing one-half  page  for  the  proprietors,  a  page  each  for  merchandise  and  cash,  one- 
half  page  for  expense,  one-half  page  for  loss  and  gain,  and  seven  lines  for  each  of 
the  other  accounts. 

Jan.  4.     Sold  a  bill  of  merchandise  for  cash,  $2,000. 

Bought  the  store  and  lot  for  cash,  $3,000. 

Paid   $500  for  a  bill  of  merchandise. 

Paid  $25  for  repairs  on  the  store. 

Received  $50  for  rent  of  office  rooms  in  the  store  from  Dr.  John. 
Jan.  5:    Sold  a  bill  of  merchandise  for  cash,  $600. 

Paid  $50  for  insurance  on  the  store. 

Increase  your  investment  in  cash,  $4,000. 

Buy  a  horse  and  wagon  for  cash,  $500. 

Paid  $50  for  feed  for  the  horse. 

Paid  the  deliveryman  cash,  $25.     (Debit  Mdse.) 

Sold  for  cash  $10  of  the  feed  that  we  bought  for  the  horse. 

Rented  the  horse  and  wagon  for  cash,  $5. 

You  take  $10  worth  of  the  merchandise  home. 
Inventories:     Merchandise,  $900. 

Store  and  lot,  $3,500. 

Horse  and  Wagon.  $500. 

Feed,  $20.     (Expense.) 

(The  net  capital  at  closing  should  be  $9,506.87.) 


APPENDIX 


91 


Be  sure  to  close  all  of  the  loss  and  gain  accounts,  and  any  other  account  that 
balances.  Look  and  see  if  all  inventories  are  below  the  double  ruled  lines  before 
your  commence  the  next  exercise.  If  they  are  not  down  in  the  proper  place,  you 
will  be  unable  to  obtain  a  trial  balance. 

After  having  completed  Exercise  No.  2  the  pupil  is  ready  for  Exercise  No.  3  This 
exercise  contains  some  transactions  which  are  journalized  as  indicated  in  the  following 
illustration. 


James,  J. 

Merchandise 


Notes  Receivable 
Merchandise 


Sold  J.  James  on  account  the  250  00 

following  bill  of  mdse.  250  00 


6. 


Sold  R.  Allison  on  his  30-day  200  00 

note  the  following  bill  of  mdse.  200  00 


Field,  M. 

Notes  Payable 
Cash 


Gave  M.  Field  our  30-day  note 
and  cash  to  balance  account. 


Exercise  No.   3. 


500  00 


300  00 
200  00 


Jan.  6.     Sold  J.  James  bill  of  merchandise  on  account,  $250. 

Sold  R.  Grimes  bill  of  merchandise  on  account,  $25.13. 

Sold  R.  Allison  bill  of  merchandise  on  his  10-day  note  for  $200. 

Bought  a  bill  of  merchandise  from  M.  Field  on  account,  $500. 
Jan.  8.     Received  from  J.  James  his  10-day  note  for  $250. 

Received  from  R.  Grimes  his  check  in  full  of  account. 

Gave  M.  Field  our  30-day  note  for  $300,  and  check  for  the  balance  that 
we  owed  him. 

Bought  a  bill  of  merchandise  from  H.  Stewart  on  account,  $500. 
Jan.  9.     $12  worth  of  merchandise  has  been  destroyed. 

Sold  J.  Cooper  on  account  the  following  merchandise: 
13  lbs.  of  rice  at  5%c. 
15  lbs.  of  sugar  at  71/£c. 
9  lbs.  of  coffee  at  25y2c. 

Bought  the  following  bill  of  merchandise  from  J.  Wanamaker,  on  ac- 
count: 

500  yards  of  cotton,  21/£c. 

700  yards  of  flannel,  25%c. 

1251  yards  of  tweed,  87%c. 

Paid  $50.39  cash  for  freight  to  the  railroad. 

Bought  9  tons  of  coal  for  use  of  store,  $5.50  per  ton. 

Paid  $1  for  shoeing  the  horse. 

Bought  the  following  bill  of  merchandise  from  J.  Wanamaker,  on  ac- 
count: 

1255  yards  of  cotton,  21/2c- 
755  yards  of  calico,  lO^c. 

Sold  J.  Cooper  on  account  the  following  merchandise: 
25  yards  of  cotton,  5^c. 
15  yards  of  calico,  10%c. 

George  Alway  wishes  to  enter  into  partnership  with  you.  You  agree 
to  admit  him  by  his  paying  you  in  cash  one-half  of  the  present  worth 
of  the  business.  In  order  to  do  this  you  will  make  a  statement  of 
the  resources  and  liabilities,  loss  and  gain,  as  in  No.  2. 

Inventories:     Merchandise,  $3,000. 
Store  and  lot,  $3,500. 
Horse  and  wagon,  $500. 
When  you  have  found   how  much  Mr.  Alway  is  to  pay  make  the 
following  journal  entry,  post  and   balance  up  your   account  and 
close  all  of  the  loss  and  gain  accounts  and  all  other  accounts  that 
balance  and  do  the  next  exercise. 


Student 

George  Alway 
(Net_Gain_$65.06) 


George  Alway  pays  cash  for 
one-half  interest  in  the  business. 


4785.97 


4785.97 


92 


STATE  MANUAL  AND  COURSE  OF  STUDY 


CASH    BOOK 

The  Cash  Book  is  one  of  the  labor  saving  books.  All  transactions  that  have 
cash  in  them  are  put  into  this  book.  The  left  hand  page  is  for  cash  that  is 
received,  and  the  right  hand  page  is  for  the  cash  that  is  paid  out.  In  case  of 
doubt  as  to  how  to  make  the  cash  book  entry,  determine  how  it  would  appear 
journalized.  Those  items  that  are  put  on  the  left  hand  page  of  the  cash  book  are 
posted  to  the  credit  side  of  that  account  in  the  ledger,  and  those  on  the  right 
side  of  the  cash  book  are  posted  to  the  debit  side  of  that  account  in  the  ledger. 
(The  left  hand  side  of  the  account  in  the  ledger  is  called  debit  side  and  the 
right  hand  side,  the  credit  side.)  The  difference  between  the  two  sides  of  the 
cash  book  is  the  amount  of  cash  on  hand,  and  this  balance  can  never  be  on  the 
credit  side.     That  is,  you  cannot  pay  out  more  money  than  you  take  in. 


The  following  journal  entries  are  from  Set  No.  1. 


Cash 

Student 

Merchandise 
Cash 

Cash 

Merchandise 


5000  00 


2000  00 


1200  00 


5000  00 


2000  00 


1200  00 


The  following  illustration  indicates  how  the  journal  entries  given  above  appear  in  the 
Cash  Book. 

CASH  BOOK 


10  (page) 


(page)  11 


Cash  in 

Cash  out 

6 
6 

Student 
Mdse. 

Balance 

5000 
1200 

00 
00 

= 

6 

Mdse. 
Balance 
(red  ink) 

2000 

00 

2000 
4200 

00 
00 

G200 

00 

6200 

00 

4200 

00 

- 

u 
0) 
if 

TJ 
<D 

1-5 

c 
o 

'■■§ 

a 
3 

'a 

M 

o 
o 

o 

-3 

+a 

Q 

u 

- 
Oh 

u 
<v 
b£ 

TS 

c 

'-3 

a 
3 

X 

Write    Exercise   No.    4,    introducing  the   Cash   Book. 

Jan.  10.     Deposited  all  Cash  on  hand  in  bank. 

Sold  J.  James  bill  of  mdse.  for  cash,  $37.39. 

Sold  J.  Cooper  bill  of  mdse.  for  cash,  $3.98;  he  also  paid  amount  due  us. 
Received  $100  from  J.  James  on  his  note. 
Paid  $298.76  for  Mdse.  by  check. 
Paid  J.  Wanamaker  $396.29  on  account  by  check. 
Paid  $200  on  our  note  by  check. 

Discounted  our  30-day  note  at  bank.     Face  of  note,  $500. 
Discounted  at  6%. 
Deposit  all  cash  on  hand. 


APPENDIX  93 

Jan.  11.     Sold   bill  of  mdse.   to  G.  Hughes   for  cash,  $7.63. 

Bought  5  tons  of  coal  at  $4.35  for  use  of  store.     Paid  by  check. 

Paid  J.  Wanamaker  in  full  of  account.     Bought  N.  Y.  Draft  for  which 

the  bank  charged   $1.00. 
Sent  our  certified  check  to  H.  Stewart  in  full  of  account. 
Bought   one  ton   of  hay.   $20.00.     Paid   by   check. 
Bought   one   package  of  envelopes,   $0.54  for  cash. 

Deposit  all  cash  on   hand. 
Jan.  12.     Paid  by  check  $250  taxes  and  a  fee  of  $2.50  on  store. 

Bought  bill  of  mdse   from   M.   Field,  $546.25.     Paid   by  check. 

Received  $50  from  H.  Stone,  for  mdse. 

Each  partner  withdraws  $25  cash. 

The  firm  gives  $5.00  check  to  charity. 

Sold  some  boxes  for  $1.25  cash. 

Paid    janitor  of  store  $25  by  check. 

Paid  $13.45  for  advertising,  by  check. 

Deposit  all  cash  on  hand. 
Post,   take  a  trial  balance. 
(Cash  balance,  $484.81.) 

Exercise  No.  5  contains  some  transactions  that  are  journalized  as  follows: 

Merchandise  Gave  Swift  &  Co.  our  10-day  858  79 

Notes  Payable  note  with  interest  at  6%.  858  79 

13. 
Notes  Pavable  Paid  Hill  &  Co.  for  our  30-day  400  00 

Int.  and  Dis.  note  for  $400  at  6%.  2  00 

Cash  402  00 

13. 
Cash  Hume  &  Co.  paid  their  30-day  402  00 

Notes  Receivable  note  for  $400  int.  6%.  400  00 

Int.  and  Dis.  2  00 

Exercise  No.  5. 

Jan.  13.     Bought    bill    of    mdse.    $565.75    from    M.    Field    for    which    we   give   our 

check   for  a  bank  draft.     The  bank  charged    %%. 
Bought   bill    of    mdse.   worth    $858.79   from    Swift   &   Co.,   on   our    10-day 

note  with  interest  at  6%. 
Sold    bill    of   mdse.    worth    $398.76   to    F.    Riley   for   his   30-day    note  at 

6%. 
Sold  bill  of  mdse.  worth  $400  to  Hume:  &  Co.,  on  account. 
Bought    100    barrels    of    apples    at    $3.50    from    G.    Doolittle    on    our    L0- 

day  note  at  6%. 
We  borrow  $2,000  from  R.  Weston  and  give  a  5-year  mortgage  on  the 

store  bearing  5%. 

We  buy  a  house  and  lot  at  529  Palace  Court   for  $3, cash. 

We  pay  $257.86  for  repairs  on  the  house. 

We  rent  the  house  at  $50  per  month,  payable  in  advance,  to  Dr.  Hodges. 

The  doctor  pays  the  month's  rent  by  check. 
Paid   deliveryman   $20  by  check. 
G.  Alway  takes  home  $25.39   worth  of  mdse. 
Jan.  15.     Sold  50  barrels  of  apples  to  Hume  &  Co,  at  $4.50  per  barrel  on  account. 
Bought  bill  of  mdse.   from  Swift  &  Co.,  worth  $895.79.     We  gave  them 

our  sight  draft  on  Hume  &  Co.  for  $225;  and  our  check  for  the  balance. 
We  insure  the  house  for  $2,000.     Fee.  $15.     Paid  by  check. 
Cash  sales,  $227.38. 
Sold    the    rest   of    the    apples    to    Hume   &    Co.,    at    $4.75    per    barrel    on 

account. 
Bought   600   bushels  of  potatoes   from   Hume  &  Co.,  on  account,  at  50c 

and   sold   the   same  while  in   his   hands   to    W.    McLean   at   75c   cash. 


91  STATE  MANUAL  AND  COURSE  OF  STUDY 

Pay  by  check,  $98.76  to  the  P.  M.,  for  freight. 

We  accept  G.  Doolittle's  offer  to  take  $350  for  our  10-day   note. 

Pay  by  check. 
We  buy  400  bu.  potatoes  at  50c  from  Rose  &  Co.,  and  give  in  payment 

a  sight  draft  on  Hume  &  Co. 
Sold  $900  of  mdse.  to  Hume  &  Co.,  on  account. 
Sell  $1,250.87  mdse.  to  G.  Curtis  who  pays  by  bank  draft. 

Balance  sheet. 

Inventories:     Mdse.,  $4,000. 
Store,  $3,800. 
House  and  lot,  $4,000. 
Horse  and  wagon,  $580. 

(The  net  gain   is  $1,695.74. 
Student's  present  worth   $5,608  83. 
Alway's  present  worth  $5,583.45.) 


APPENDIX  95 


WRITING 

GENERAL   INFORMATION 

The  First  Essential  to  successful  teaching  is  the  Teacher.  If  you  know  that 
you  cannot  write  well  with  the  muscular  movement,  take  up  the  systematic 
course  of  practice  as  outlined  in  this  Course  of  Study  and  master  it.  You  will 
meet  with  no  success  in  teaching  this  important  subject  until  you  do.  The 
teacher  must  learn  to  write  well  on  the  blackboard.  Ten  or  fifteen  minutes  a  day 
of  practice  at  the  blackboard  will  in  ten  weeks  enable  the  teacher  to  place  copies 
before  her  class.     Never  require  pupils  to  practice  without  a  copy. 

The  Second  Essential  is  Materials.  Use  a  steel  pen  of  medium  size  and  moder- 
ately fine  point.  Stub  pens  should  never  be  used.  The  holder  should  be  quite 
large,  of  cork,  wood,  or  rubber — avoid  metal.  A  good  quality  of  white  paper, 
ruled  about  %-inch  for  the  second  and  third  grades,  and  standard  ruling  for  the 
other  grades.  Ink  must  be  free-flowing  and  dark — a  good  writing  fluid  is  best. 
The  desk  must  fit  the  child.     Poor  materials  are  dear  at  any  price. 

The  Third  Essential  is  Position.  A  good  position  is  absolutely  essential  for  the 
acquirement  of  a  good  handwriting.  The  writer  should  sit  facing  the  front,  and 
in  the  middle  of  the  seat.  The  feet  must  not  be  pushed  out  in  front,  or  way  back. 
The  arms  must  rest  on  the  desk  so  that  the  elbows  extend  over  the  edge  about  an 
inch  and  the  arm  and  hand  holding  the  pen  at  right  angles  to  the  line  of  writing; 
the  other  hand  holding  the  paper  just  above  the  line  of  writing  and  on  the 
edge  of  the  paper.  The  holder  is  held  loosely  between  the  thumb  and  second 
finger,  the  first  finger  resting  upon  the  top  of  the  holder  and  near  the  end.  When 
properly  held  the  holder  will  point  between  the  elbow  and  shoulder,  or  over 
the  shoulder.  No  part  of  the  wrist  or  hand  must  touch  the  paper  except  the 
nails  or  tips  of  the  third  and  fourth  fingers.  The  paper  should  be  pushed  from 
the  body,  and  not  the  arm  pulled  off  the  desk,  as  the  writing  progresses  down 
the  page.  The  elbow  may  be  shifted  a  little  in  writing  the  line,  or  the  paper 
moved  to  the  left  a  trifle. 

The  Fourth  Essential  is  Form  and  Freedom.  One  should  not  be  sacrificed 
for  the  other,  but  both  carried  along  side  by  side.  If  the  teacher  thinks  she 
cannot  do  this  then  form  should  be  given  the  more  attention  in  the  first  three 
grades.  Writing  is  a  commercial  subject,  and  in  these  times  speed  and  legibility 
are  both  necessary — one  has  litule  value  without  the  other.  All  letters  should 
be  simple,  free  from  flourishes  and  slanting  to  the  right. 

The  Fifth  Essential  is  Practice.  The  movement  drills  are  means  to  an  end, 
not  the  end.  Begin  applying  movement  to  writing  of  letters  and  words  in  the 
first  grade.  Aimless  practice  accomplishes  nothing.  The  writing  lesson  should 
be  planned  the  same  as  any  other  lesson.  A  good  plan  is  to  practice  the  exer- 
cise first,  then  the  letter,  then  the  letter  in  the  word,  then  the  word  in  the 
sentence — giving  about  the  same  length  of  time  to  each.  Encourage  muscular 
movement  in  all  written  work,  and  accept  nothing  but  the  pupils's  best.  Exhibit 
pages  of  movement  drills  and  written  work,  and  send  specimens  to  your  principal, 
or  commissioner. 

If  you  will  observe  these  Five  Essentials,  you  will  succeed;  neglect  any  one 
of  them  and  you  will  fail. 


96 


STATE  MANUAL  AND  COURSE   OF  STUDY 


APPENDIX 


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STATE  MANUAL   AND  COURSE  OP  STUDY 


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STATE  MANUAL   AND  COURSE  OF  STUDY 


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APPENDIX  ,ol 


GEOGRAPHY 

SUGGESTIONS  FOR  TEACHING  GRADE  GEOGRAPHY 

THIRD   GRADE 
Purpose 

To  provide  the  child,  through  observation  and  experience,  with  such 
fundamental  geographic  concepts  as  will  be  helpful  to  him  in  the  later 
grades  when  he  is  required  to  go  in  imagination  to  distant  regions  which 
lie  beyond   the  horizon   of  his  observation  and   experience. 

Method 

The  work  in  class  should  be  based  upon  and  grow  out  of  observations, 
field  trips,  and  the  first  hand  study  of  the  various  features  and  phenomena 
of  the  home  environment.  A  text  is  not  needed  and  formal  definitions 
should  not  be  taught. 

Outline  of  Topics  for  Observation  Stud? 
1.     Seasons: 

a.  Introduction.  Have  several  lessons  appealing  to  the  child's  experience 
and  intended  to  make  clear  to  him  how  change  of  seasons  influences  his 
games,  the  occupations  of  his  people,  the  plant  and  animal  life  about  him. 
These  lessons  should  arouse  interest  in  the  succeeding  lessons  and  observa- 
tions of  seasons  and  at  the  same  time  emphasize  that  which  is  vital  and 
essential    in  modern  geography,  viz..  the  relations  of  life  to  its  environment. 

b.  Observations  to  be  made. 

Beginning  in  September  with  the  autumnal  equinox  a  series  of  bi-weekly 
or  monthly  observations  should  be  started  and  carried  on  throughout  the 
year  with  the  purpose  of  determining: 

(1)  Time   of   sunrise   and   sunset  with    the  consequent  varying   lengths 
of  day  and  night. 

(2)  Direction    in    which    the    sun    rises,    its    path    through    the   sky   and 
direction   in  which  it  sets. 

(3)  Noon  altitude  of  the  sun.  or  angle  of  the  sun's  rays  as  shown  by  the 
length  of  shadow  cast  by  a  vertical  post. 

A  record  should  be  kept  of  these  observations,  especial  care  being  taken 
to  make  accurate  observations  on  the  vernal  and  autumnal  equinoxes 
(March  21  and  September  23)  and  the  winter  and  summer  solstices  (De- 
cember and  June  22.) 

In  connection  with,  and  while  making  these  observations  the  directions, 
north,  south,  east  and  west  should  be  taught.  Avoid  the  expressions  "up" 
for  north  and  "down"  for  south.  Do  not  teach  that  east  is  where  the 
sun  rises  and  west  is  where  it  sets.  As  the  observations  proceed  the  pupil 
will  see  that  the  sun  rises  in  the  east  and  sets  in  the  west  only  at  tin'  time 
of  the  equinoxes.  Let  him  think  of  north  as  the  direction  in  which  the 
shadow  of  a  vertical  post  falls  at  noon.  Toward  a  point  directly  under 
the  pole  star  may  also  be  taught  as  north  in  connection  with  the  observa- 
tions on  the  stars. 

At  the  close  of  the  year  in  May  or  June,  these  observations  should  lie 
summarized  and  a  conclusion  reached  as  to  the  cause  of  the  change  of 
seasons.  It  ought  not  to  require  much  questioning  to  show  that  summer 
is  warmer  than  winter  because  the  days  are  longer,  the  nights  Bhorter 
and  the  sun's  rays  steeper,  and  that  change  of  seasons  is  Hue  to  the  Chang 
ing  length  of  day  and  night  and  the  changing  angle  "i'  the  sun's  rays. 
That  steep  rays  heat  more  than  slanting  rays  will  usually  ho  demon- 
strated by  a  single  day's  observatiDn  of  the  difference  in  temperature  be- 
tween sunrise  and  noon.  The  above  explanation  of  seasons  is  the  only 
one  that  should  be  attempted  in  this  grade  because  it  is  the  only  one  that 
can  be  made  in  terms  of  the  child's  experience.  The  shape  and  motions  of 
the   earth  should   not   be   mentioned   in  this  grade   in   connection   with  sea- 


102 


STATE  MANUAL  AND  COURSE  OF  STUDY 


n>n     a  i.mI    fclje   explanation   Which    involves    their    use,   should   be   postponed 
until  the  sixth  grade. 

Moon,  planets  and  stars. 

In  connection  with  the  above  observations  on  the  position  of  the  sun  in 
the  sky,  frequently  call  the  pupil's  attention  to  the  moon,  the  brighter 
planets, — such  as  Mars,  Jupiter  and  "Venus, — and  the  stars.  If  possible, 
lead  them  to  see  that  these  also  move  across  the  sky  from  east  to  west 
similar  to  the  sun.  Observe  the  position  of  the  crescent  moon,  the  half 
moon  and  the  full  moon  at  sunset.  No  explanation  of  these  various 
phases  of  the  moon  should  be  given,  but  such  observations  will  pave  the 
way  for  an  explanation  in  the  later  grades  which  will  do  away  with  the 
quite  prevalent  idea  that  the  crescent  moon  and  some  of  the  other  phases 
are  due  to  the  shadow  of  the  earth  on  the  moon.  Teach  the  Great  Dipper 
(Ursa  Major)  and  how  from  it  to  find  the  pole  star,  also  Orion,  the  great 
square  of  Pegasus,  Leo,  etc.,  with  a  few  bright  stars,  such  as  Vega,  Capella, 
Arcturus  and  Sirius. 

While  not  properly  included  under  geography,  a  knowledge  of  the  few 
of  the  heavenly  bodies  cannot  fail  to  lend  interest  to  the  sky  and  call 
attention  to  the  motion  of  all  these  bodies  across  the  sky  or  around  the 
pole  star. 

Weather  observations. 

Parallel  with  the  above  observations,  a  non-instrumental  record  of  weather 
observations  should  be  kept.  This  should  include  state  of  the  sky,  tempera- 
ture, precipitation,  direction  of  wind,  etc.,  for  each  day  in  the  school  year. 


Date. 

Sky. 

Temperature. 

Precipitation. 

Wind. 

Remarks. 

Nov.  1. 
Nov.  2. 
Nov.  3. 

Cloudy. 
Fair,    * 
Clear. 

Warm. 
Cooler. 

Very  cold. 

Rain. 

Frost. 

S.  E.  to  S. 
S.  W.  to  W. 
W. &  N.  W. 

The  above  table  is  only  suggestive.  Under  remarks,  a  record  of  many 
interesting  phenomena  may  be  kept,  such  as  first  frost,  leaves  of  maple  be- 
ginning to  turn  red,  wild  geese  flying  south  or  north,  first  robin,  etc.  The 
mere  keeping  of  such  a  record  will  stimulate  the  closest  and  most  varied 
observations,  each  pupil  being  anxious  to  out-do  the  others.  The  keeping 
of  a  record  furnishes  many  a  point  of  departure  for  further  observation, 
such  as  the  more  detailed  study  of  snow  crystals,  dew,  frosts,  the  effects 
of  various  temperatures  and  wind  velocities  upon  rate  of  evaporation.  Do 
not  attempt  to  explain  evaporation  or  condensation  but  rather  to  stimulate 
the  observation  and  accumulation  of  facts  concerning  these  processes. 

Aim  to  correlate  wind  directions  with  state  of  the  sky,  temperature, 
precipitation,  and  to  determine  what  winds  give  us  the  clearest  skies  and 
coolest  weather,  or  warmer  temperatures,  cloudy  skies  and  rain  or  our 
heavy  snow  storms.  The  explanation  of  all  this  will  come  in  the  later 
grades.  The  child  should  learn  that  it  is  changes  in  the  directions  of  the 
wind  that  cause  changes  in  weather. 

Forms  of  land  and  water. 

The  aim  of  the  observations  undertaken  should  be  to  give  the  child  good 
clear  mental  pictures  of  such  relief  and  water  forms  as  valley,  gully, 
gorge  or  canyon,  flood  plain,  alluvial  fan,  slope,  hill,  divide,  brooks  and 
rivers,  rapids  and  falls,  lakes  and  swamps,  together  with  some  notion  of 
the  action  of  streams  in  washing  and  depositing  so  as  to  form  many  of  the 
above  relief  forms. 

These  are  to  be  studied  through  field  trips  and  excursions.  It  is  left  to 
the  teacher's  ingenuity  to  find  time  and  place  for  these  excursions,  but  it 
is  strongly  urged  that  she  manage  in  some  way,  at  noon,  at  recess,  or 
after   school,   to  take  many   of   these   trips.     She   should  first  go   over  the 


APPENDIX  103 

ground  and  carefully  plan  out  each  trip  in  advance.  Let  her  walks  through 
the  fields  have  a  purpose  in  them.  Visit  some  near-by  creek  or  brook, 
wander  along  its  banks  from  time  to  time  noting  how  mud,  sand  and 
gravel  are  being  carried  or  rolled  along  its  bottom,  how  this  load  of 
waste  and  the  volume  of  the  stream  vary  before  and  after  storms,  bow 
the  stream  is  cutting  on  the  outside  and  depositing  on  the  inside  of  every 
curve,  how  some  valleys  are  narrow  at  the  bottom  or  V-shaped,  while  others 
have  flood  plains  on  either  side.  On  the  steeper  slopes  along  these  valleys 
or  of  some  neighboring  hill,  the  temporary  torrents  or  streams,  which 
gather  after  a  heavy  rain,  may  have  cut  these  slopes  with  gullies  and 
at  the  lower  end  of  these  gullies  have  spread  out  their  load  of  sand  and 
gravel  into  fan-shaped  deposits  known  as  alluvial  fans  or  cones.  A  delta 
formed  in  a  wayside  puddle  by  the  deposition  of  waste  from  some  mud- 
laden  streamlet  will  usually  illustrate  all  those  characteristics  and  features 
of  such  larger  deltas  as  those  of  the  .Mississippi  or  the  Nile,  and  with  the 
great  advantage  that  they  can  be  grasped  as  a  whole  by  the  child's  mind, 
thus  forming  a  concept  which  can  later  be  enlarged  to  include  those  more 
distant  ones.  In  this  way  the  teacher  should  plan  and  prepare  for  the 
various  field  trips  which  she  hopes  to  give  during  the  year. 

This  out-of-door  geography  and  these  field  trips  should  not  be  confined  to 
the  third  grade  alone.  Whenever  in  the  later  grades  the  home  region 
furnishes  anything  which  can  aid  in  making  real  to  the  pupils  some  distant 
region,  then  that  particular  thing  or  feature  should  be  the  introduction 
to  the   distant  region  and   should  be  revisited  and  restudied. 

Maps  and  Mapping 

There  are  few  things  which  a  child  acquires  or  ought  to  acquire  in  school 
that  will  be  of  more  permanent  value  to  him  than  the  ability  to  read  and 
use  a  map.  A  map  is  not  a  picture.  The  features  represented  on  a  map 
are  represented  by  means  of  symbols  which  often  have  no  resemblance 
to  the  features  themselves.  The  map  work  in  this  grade  should  therefore 
be  to  make  the  child  familiar: 

1.  With    the   things   and    geographical    features   themselves. 

2.  With  the  use  of  symbols  by  which  these  features  are  represented  upon 
maps.  The  pupils  should  never  be  required  to  use  a  symbol  on  a  map 
until  he  has  become  familiar,  either  through  observation  and  experience 
or  pictures,  with  the  thing  symbolized. 

The  first  maps  studied  by  the  child  should,  therefore,  be  of  things  and 
places  with  which  the  child  is  so  familiar  that  neither  time  nor  attention 
need  be  spent  upon  the  things  themselves,  but  be  centered  upon  the  idea 
of  representing  them  by  symbols.  Maps  or  plans  of  the  schoolroom  and 
school  yard  should,  therefore,  be  used  first.  The  idea  of  scale  enters  at 
once,  as  soon  as  the  region  mapped  becomes  larger  than  the  paper  upon 
which  it  is  mapped.  The  maps  should  be  drawn  to  scale,  a  half,  quarter  or 
eighth  of  an  inch  on  the  paper,  representing  a  foot,  yard  or  rod  on  the 
region  mapped.  As  the  observation  work  is  extended  so  as  to  include 
streams,  valleys,  hills,  plains,  alluvial  fans,  etc.,  the  maps  of  these  various 
features  should  be  extended  until  at  the  close  of  the  year  the  child  is 
familiar  with  both  the  region   and  its  map. 

Just  as  the  idea  of  scale  should  be  introduced  very  early,  so  also  should 
the  idea  of  directions  on  a  map.  The  maps  drawn  in  this  grade  should 
always  contain  some  symbol  to  indicate  directions  such  as  an  arrow  which 
points  north,  or  some  other  device.  The  teacher  should  make  no  effort 
to  have  north  always  at  the  top  of  the  map.  Indeed,  it  would  be  well 
that  north  be  often  at  the  bottom  at  one  side  or  one  corner  of  the  map, 
the  child  always  telling  where  north  is  by  the  symbol  employed  to  indicate 
direction.  On  only  a  few  of  the  maps  studied  in  the  later  grades  will  the 
top  be  north,  that  is,  will  a  line  drawn  from  any  point  on  the  map  straight 
to  the  top  be  a  north  and  south  line,  but  every  map  will  contain  a  symbol 
which  indicates  direction  and  the  child  should  early  acquire  the  habit  of 
looking  for  the  direction  symbols  on  every  map. 

The  teacher  should  draw  the  maps  of  the  schoolroom,  school  grounds 
and  school  district,  herself.  There  is  nothing  to  be  gained  by  having 
the  pupils  draw  them.     The  object  of  this  work   is  to  teach  the  pupils  to 


104  STATE   MANUAL   AND  COURSE  OF   STUDY 

understand  maps  and  use  maps,  not  to  draw  maps.  Map  drawing  comes 
later.  The  maps  made  by  the  teacher  should  be  drawn  to  scale,  be  large 
enough  to  be  seen  from  the  seats,  and  be  upon  durable  material  so  they 
can  be  carried  about  the  room  and   out  of  doors. 

The  teacher  should  plan  exercises  to  drill  the  pupils  in  identifying 
symbols,  telling  direction  from  the  map,  and  using  the  scale.  Let  differ- 
ent pupils  go  to  the  map  and  point  to  the  symbols  for  their  own  seats, 
the  seats  of  other  pupils,  the  teacher's  desk,  stove,  etc.  Let  one  pupil  walk 
about  the  room  and  another  point  out  on  the  map  where  he  went.  Let 
them  tell  from  the  map  the  direction  of  various  objects  in  the  room  from 
the  teacher's  desk,  the  stove,  etc.  Let  pupils  measure  on  the  map  and 
use  scale  to  find  the  distance  various  objects  in  the  room  are  from  each 
other.  Have  similar  exercises  on  the  map  of  the  school  grounds.  The 
map  of  the  school  district  should  show  each  pupil's  home  so  that  he 
can  point  it  out,  find  the  distance  from  school,  etc.,  by  means  of  the 
scale  of  miles.  This  drill  work  cannot  be  overdone  and  the  better  the 
pupils  understand  these  local  maps  the  better  prepared  they  will  be  to 
understand  maps  of  distant  regions  in  the  next  grade. 

OCC'UPATONS   AND   INDUSTRIES   OF   THE   HOME  REGION 

Observation  work  is  just  as  necessary  in  the  study  of  industries  as  in 
the  study  of  weather,  seasons  and  streams.  The  aim  of  the  work  should 
be  to  give  the  pupils  good,  clear  concepts  of  the  various  industries  of  his 
home  environment  which  shall,  in  the  later  grades,  be  the  basis  for  imagin- 
ing the  industries  of  distant  regions. 

1.  Agriculture. 

In  the  fall  make  a  study  of  the  various  crops  raised  in  the  vicinity,  the 
soils  upon  which  they  grow,  the  processes  of  gathering  those  crops,  and  the 
uses  to  which  they  are  put.  In  the  spring  the  preparation  of  the  soil, 
planting  and  tilling  of  various  crops  should  be  studied.  Note  especially 
the  relation  of  soil  both  to  the  kinds  of  crops  raised  and  the  quantities 
produced. — what  crops  are  raised  on  sandy  soils,  loams,  heavy  clay  soils, 
muck  or  marshy  land.  A  careful  study  of  the  soils  of  the  neighboring  fields 
should  be  made..  This  study  of  soil  in  relation  to  crops  leads  naturally 
to  a  study  of  the  origin  of  soil  and  hew  rocks  are  crumpled  and  broken 
up  by  frost  action,  changes  of  temperature,  etc.  Notice  and  explain  the 
differences  between  soil  and  subsoil  which  may  be  seen  in  every  excavation. 
Study  also  in  connection  with  agriculture  various  specialized  and  associated 
phases  of  the  industry,  such  as  market  gardening,  truck  farming,  stock 
raising  and  dairying.  Much  excellent  work  in  agriculture  can  be  done  in 
connection  with  geography. 

2.  Commerce. 

The  study  of  agriculture  leads  naturally  into  that  of  commerce  and  can 
be  well  studied  in  late  fall  and  winter.  When  a  farmer  has  put  aside 
from  the  products  of  his  farm  a  sufficient  amount  to  supply  the  needs  of 
his  family,  his  stock,  and  his  seed  for  the  next  year,  and  has  still  a  surplus 
of  corn,  grain,  potatoes  and  other  products,  he  naturally  seeks  a  buyer, 
but  not  among  his  neighbors,  for  they  are  engaged  in  the  same  occupa- 
tion that  he  is  and  have  the  same  needs  and  wants  and  the  same  things 
to  sell.  He  seeks  a  buyer  among  people  who  are  engaged  in  different 
occupations  and  who,  for  that  reason,  have  different  needs  and  wants  from 
his.  This  leads  him  to  carry  his  products  to  the  town  or  city  where  he 
exchanges  them  for  money  or  articles  which  he  needs.  This  is  commerce 
and  grows  out  of  diversity  of  needs  and  wants  which  in  turn  grows  largely 
out  of  diversity  of  occupation.  The  above  principles  are  fundamental  and 
may  be  grasped  and  understood  by  the  third  grade  pupil  if  studied  as 
they  apply  to  his  own  home  life  and  neighborhood.  This  makes  commerce 
a  real  thing  to  him  and  not  a  far-away  matter  of  ocean  steamships.  It 
is  worth  while  for  him  to  realize  that  because  his  father  hauls  his  grain 
or  potatoes  to  town,  the  commerce  of  freight  trains  and  steamships  is  in 
part  made  possible. 

The  old   farm  wagon  has  a  new  interest.     It  is  one  of  the  means  of  the 


APPENDIX  105 

world's  commerce.  Roads  and  bridges  are  also  means  of  commerce  and 
the  necessity  for  good  roads  may  be  appreciated.  This  work  leads  naturally 
to  the  study  of  the  neighboring  town  or  village  as  a  commercial  center. 
Nearly  all  of  the  pupils  have  been  to  town  many  times.  Let  them  report 
on  what  they  have  seen  in  the  town  that  is  different  from  the  country, 
viz..  the  houses  being  close  together,  streets  and  sidewalks,  necessity  for 
fire  protection,  the  stores,  warehouses  and  grain  elevators,  the  railroad  by 
which  the  town  sends  its  surplus  to  other  towns  and  regions  and  receive 
in  exchange  various  articles  which  it.  and  the  surrounding  country  need. 
Contrast  life  in  the  town  with  life  in  the  country,  the  advantages  and 
disadvantages  of  each. 

Have  the  children  make  lists  of  various  articles  exported  from  and  im- 
ported to  their  parents'  farms  and,  by  combining  these  lists,  get  an  idea 
of  the  exports  and  imports  of  their  district.  Let  them  learn  some  of  the 
distant  regions  of  the  earth  that  supply  them  with  various  necessities, 
such  as  coffee  from  Brazil,  tea  from  China  and  Japan,  rubber  from  the 
Amazon  "Valley. 

3.     Manufacturing. 

Whenever  and  wherever  the  district  offers  opportunity  for  the  study  of 
manufacturing  the  teacher  should  take  advantage  of  the  opportunity  to 
give,  through  observation,  a  foundation  concept  of  this  branch  of  industry. 
A  very  simple  phase  of  the  process  is  sure  to  come  to  most  schools  when 
the  threshing  machine  visits  the  neighborhood.  More  typical,  however,  is 
the  grist-mill,  saw-mill  or  creamery  in  that  the  manufacturing  plant  is 
here  stationary  and  the  raw  material  must  be  transported  to  the  power 
or  factory.  These  observations  should  be  directed  to  the  establishment  of 
the  following  conditions  as  necessary  for  manufacturing  as  carried  on  to- 
day: 

a.  Power  and.  if  possible,  the  various  means  of  obtaining  it,  such  as 
water  power,  steam,  gasoline,  electricity  and  wind  power. 

b.  Raw  material. 

c.  Food  supply  for  employes. 

d.  Labor. 

e.  Commercial  facilities,  either  wagons,  freight  cars  or  vessels  for 
bringing  raw  material  to  factory  and  sending  away  of  manufactured 
products. 

Encourage  and  stimulate  the  children  to  observe  and  report  all  the 
various  forms  of  manufacturing  carried  on  in  the  district.  Let  the  pupils 
prepare  lists  of  raw  materials  furnished  by  the  district,  also  of  manufac- 
tured articles  exported  from  or  imported  into  the  region.  Have  pupils 
find  out  the  kind  of  plows  their  fathers  use,  and  where  they  are  made; 
similarly  with  buggies,  wagons,  binders,  sewing  machines  and  other  arti- 
cles of  farm  and  household  use.  In  this  way,  and  as  described  in  greater 
detail    under  the  next  topic,   the    connection    should   be    m;  ween    the 

home  region  and  distant  regions. 

Comparative  Home  Geography 

The  pupils  have  found  in  the  study  of  the  commerce  ot   their  ho 
that  it  is  dependent  upon  and  contributes  to  many  other  regions   in    m 
different  ways.     It  is  because  of  this  mutual  dependent    thai   these  distant 
regions  should  be  known,  and  it  is  this  dependence  and   relationship  which 
furnishes  the   line  of  approach   to  the  study  of  distant   regions.     Then 
another  reason  for  learning  something  of  other  countries  and  here 

in  the  third  grade. 

In  the  fourth  grade  globe  study  will  he  taken  up  and  manj  facts  will  be 
learned  of  the  earth  as  a  whole.  The  pupils  will  learn  that  Hie  surface 
of  the  earth  is  divided  into  continents  and  oceans.  Thej  will  learn  the 
names  of  these  and  see  them  represented  on  the  globe  bj  means  of  symbols. 
Now,  if  it  is  necessary  for  them  to  know  by  experienec  real  rivers,  hills 
and  plains  before  they  see  them  represented  by  symbols  on  -i  map 
ought  to  be  equally  necessary  that  the  child  have  some  ideas  concerning 
a  continent  or  country  and  the  people  who  live  there,  before  In'  sees  on 
a   globe   or   map    the   symbol    representing   that    region.      Wis    first    contacl 

14 


106  STATE   MANUAL  AND  COURSE  OF  STUDY 

with  South  America,  for  example,  should  not  be  through  its  symbol.  He 
should  have  ideas  and  mental  pictures  of  various  parts  of  the  region  which 
that  symbol  may  call  up.  Since  the  only  basis  he  has  for  comprehending 
distant  regions  is  through  experience  gained  in  his  own  home  region,  he' 
can  best  understand  the  distant  by  comparing  and  contrasting  it  with  the 
near. 

It  is  therefore  recommended  that  from  time  to  time  simple  descriptions 
and  stories  be  read  or  told  the  children  and  that  pictures  be  shown  them 
of  other  lands  and  the  life  in  them.  The  regions  selected  may  be  either 
those  which  send  to  us  or  receive  from  us  some  useful  and  necessary  arti- 
cle, as  China,  which  sends  us  tea  and  silk;  or  Brazil  and  the  Amazon  Valley, 
which  send  us  coffee  and  rubber;  or  those  regions  of  the  earth  which  differ 
from  our  home  region  very  markedly,  such  as  the  Sahara  Desert,  a  moun- 
tainous region  like  Switzerland,  or  a  cold  region  like  Lapland  or  Greenland. 
One  or  two  regions  should  be  selected  for  study  from  each  continent  so 
that  when  globe  lessons  are  taken  up  in  the  next  grade,  pupils  will  have 
heard  the  names  of  each  continent.  Use  the  names  of  countries  and 
continents  freely  but  do  not  show  the  maps  of  these  regions  in  this  grade. 
Remember- — things   before    their    symbols. 

References  for  Comparative  Home  Geography. 

American  Book  Co. .  .     Big  people  and  little  people  of  other  lands  .     Shaw $0  30 

Educational  Pub.  Co.     Children  of  the  cold Schwatka. ...  50 

Educational  Pub.  Co.     Children  of  the  palm  lands Allen 50 

Ginn  &  Co Each  and  all Andrews  ....  50 

Ginn  &  Co. Northern  Europe 30 

Ginn  &  Co Seven  little  sisters Andrews  ....  50 

Ginn  &  Co Strange  lands  near  home 30 

Ginn  &  Co The  wide  world 30 

Ginn  &  Co Towards  the  rising  sun 30 

Ginn  &  Co Under  sunny  skies 30 

Lafhrqp  Pub.  Co  ...  .     The  little  folks  of  other  lands Chaplin 60 

Macmillan Excursions  and  lessons  in  home  geography.     McMurry  ...  50 

Macmillan How  we  are  clothed Chamberlain.  40 

Macmillan How  we  are  fed Chamberlain.  40 

Silver  Burdett  &  Co. .  Around  the  world  geographical    readers. 

Three  books Carroll  and  others. 

F.  A.  Stokes  &  Co  . .  .     The  snow  baby Peary 1  20 

Lippincott Home  life  in  all  lands Morris 1  00 


FOURTH   AND   FIFTH   GRADES 

The  work  in  these  grades  after  the  preliminary  globe  lessons  will  be  regional 
in  character,  the  aim  being  to  give  the  pupils  good  clear  concepts  of  the  various 
regions  studied  together  with  the  main  and  fundamental  facts  concerning  their 
location  on  the  earth,  their  surface  and  climate,  the  occupations  of  the  people, 
location  of  a  few  of  the  most  important  cities,  etc.  The  map  should  form  the 
basis  for  the  work  and  should  be  constantly  in  use.  The  first  book  is  taken  up 
and  completed  in  these  two  grades.  While  the  aim  in  these  grades  is  to  lay 
a  broad,  deep  foundation  of  facts,  yet  the  geographic  relation  of  facts  as  to 
cause  and  effect  should  not  be  neglected  entirely.  Some  of  the  more  easily  under- 
stood relations  of  man  and  life  to  environment  should  be  emphasized. 

The  pupil's  memory  is  now  very  active.  Things  learned  at  this  time  are  long  re- 
membered. Now  the  child  is  learning  the  multiplication  table  in  arithmetic.  Now 
is  the  time  to  fix  the  basal  facts  of  place  geography  such  as  the  names  and 
locations  of  countries,  cities,  rivers,  mountains,  etc.,  but  do  not  attempt  to  do 
this  by  having  long  lists  of  places  committed  to  memory,  but  grow  out  of  the 
regular  work  by  the  cultivation  of  the  atlas  habit  and  the  use  of  base  maps  as 
described  below. 


APPENDIX  107 

Globe  Lessons* 

1.  Continents  and  oceans. 

In  Comparative  Geography  of  the  third  grade,  pupils  have  had  stories  and 
descriptions  of  regions  selected  from  all  continents.  The  first  step  in  globe 
lessons  should  he  to  develop  the  idea  that  we  live  on  a  round  earth  ami 
that  its  surface  is  divided  into  large  land  masses  called  continents  and 
large  bodies  of  water  called  oceans.  As  the  teacher  points  to  the  symbols 
for  the  continents  and  tells  the  pupils  that  this  symbol  stands  for  the 
continent  on  which  they  live,  or  for  Europe  or  South  America,  and  lets 
the  pupils  tell  what  they  know  about  these  regions,  the  symbols  will  come 
to  stand  for  real  places  in  which  real  people  live.  Bring  out  the  general 
shape  of  the  continents,  the  larger  seas,  gulfs,  bays  and  rivers.  Drill  on 
the  globe  until  every  pupil  knows  and  can  point  out  on  the  globe  the  con- 
tinent and  more  important  countries. 

2.  Directions  on  the  globe. 

In  the  maps  of  the  schoolroom  and  school  grounds  used  in  the  third 
grade,  directions  were  indicated  by  an  arrow  which  pointed  north.  De- 
velop the  idea  that  direction  symbols  on  the  globe  are  meridians  and 
parallels;  that  two  places  are  north  and  south  from  each  other  only  when 
they  are  on  the  same  meridian,  or  east  and  west  from  each  other  only 
when  on  the  same  parallel.  Drill  on  the  use  of  meridians  and  parallels 
for  telling  directions  until  every  pupil  tells  directions  on  the  globe  easily. 

3.  Latitude  and  longitude. 

On  the  maps  of  the  schoolroom  pupils  have  located  their  seats  in  the 
room  by  saying  that  their  seats  are  so  many  seats  east  or  west  and  so  many 
seats  north  or  south  from  some  other  seat.  On  the  map  of  the  school 
district  they  have  described  the  location  of  their  homes  by  saying  that 
they  live  a  certain  number  of  miles  north  or  south  and  a  certain  number 
of  miles  from  the  schoolhouse.  In  a  similar  way  places  are  located  on 
the  globe  by  giving  the  number  of  degrees  that  a  place  is  east  or  west 
from  the  prime  meridian  and  north  or  south  from  the  equator.  Drill, 
drill,  drill  on  this  matter  of  latitude  and  longitude  until  every  pupil 
can  locate  places  when  their  latitude  and  longitude  are  given  or  find  the 
latitude  and  longitude  of  places  from  the  globe.  Easy  numbers,  multi- 
ple of  ten  for  latitude  and  of  fifteen  for  longitude  should  be  used,  such  as 
40°N.   and   60°W. 

4.  Size  of  the  earth. 

Every  globe  has  a  scale  of  miles.  It  may  be  found  by  dividing  the  cir- 
cumference of  the  earth  in  miles  by  the  circumference  of  the  globe  in 
inches.  The  quotient  will  be  the  number  of  miles  to  the  inch  on  the 
globe.  With  a  strip  of  paper  let  the  pupils  measure  the  distance  on  the 
globe  in  inches  between  many  places  and  then  change  this  to  miles  by 
multiplying  by  the  number  of  miles  to  each  inch.  In  this  way  have  the 
pupils  find  the  length  and  width  of  the  continents  as  they  are  studied, 
and  other  distances. 

5.  Motions  of  the  earth. 

(1)  Rotation.  Do  not  attempt  to  prove  that  the'  earth  rotates  but  give 
instead  some  consequences  of  rotation  such  as: 

(a)  Succession  of  day  and  night,  the  day  as  a  unit  of  time,  and  how 
our  life  and  habits  of  work  and  rest  are  regulated  by  the  alternating 
periods  of  darkness  and  light. 

(b)  Directions.  North  is  toward  the  north  pole,  south  is  toward  the 
south  pole.  The  poles  are  the  ends  of  the  earth's  axis.  The  axis  is  the 
line  on  which  the  earth  rotates  or  turns.  If  there  were  no  rotation  there 
would  be  no  axis,  no  poles,  and  no  directions.     Do  not  say  to  the  chil- 


*For  this  work  an  eightecn-inch  globe  is  almost  a  necessity.  The  globe  should  be  studied 
under  the  teacher's  immediate  direction  and  observation,  and  should  be  large  enough  so  that 
the  whole  class  can  see  clearly  and  distinctly  the  various  features  and  regions  studied. 
The  difference  In  cost  between  a  twelve  and  eighteen-incb  globe  is  more  than  made  up  by 
the  increased  value  of  the  latter  over  the  former.  The  most  convenient  and  durable  globe 
which  the  writer  has  been  able  to  secure  is   the  pendanl   globe,  sold  by  many  companies. 


108  STATE   MANUAL   AND  COURSE  OF  STUDY 

dren,  "Up"  for  north  and  "Down"  for  south.     Say  instead  "North"  when 
you  mean   north  and  "South"  when  you  mean  south. 

(c)  Revolution.  This  motion  cannot  he  proven  to  the  children.  All 
that  can  be  done  with  it  is  to  say  that  the  earth  does  go  around  the 
sun  and  that  the  time  it  takes  to  do  this  is  called  a  year.  Above  all 
things  do  not  teach  that  revolution  causes  seasons  when  it  is  but  one  of 
the  three  or  four  different  factors  that  cause  seasons.  Instead  of  trying  to 
show  the  effect  of  revolution  in  helping  to  cause  seasons,  review  how 
the  long  days  and  steep  rays  make  the  summers  warm  and  short  days  and 
slanting  rays  make  the  winters  cold  as  the  pupils  discovered  in  the  third 
grade  from  their   observations. 

6.     Climatic  conditions  on  the  earth. 

The  basis  for  this  work  has  been  laid  on  the  observation  study  of  sea- 
sons and  weather  in  the  third  grade.  Review  what  the  pupils  there  learned 
from  observation  as  to  the  relation  of  high  sun  and  low  sun  to  the  warm 
temperatures  of  summer  and  the  cold  ones  of  winter.  If  the  teacher  will 
now  carry  the  class  in  imagination  to  the  equator  and  tell  them  where 
the  sun  rises  and  sets  and  where  it  is  at  noon  at  various  times  during  the 
year,  emphasizing  the  steep  rays  which  always  fall  here,  the  pupils  from 
their  own  experience  with  steep  rays  and  a  high  sun  ought  to  infer  the 
hot  temperatures  of  this  region.  Then  carry  them  again  to  the  "land  of 
the  midnight  sun"  with  its  slanting  rays  and  low  sun  and  let  them  infer 
the  conditions  of  temperature  there. 

Teach  the  hot  moist  climate  that  is  found  in  the  doldrum  belt  near  the 
equator,  bringing  in  the  daily  rains  of  that  belt.  As  typical  of  the  weather 
in  this  belt  some  hot,  sultry  day  in  May  or  June  should  be  selected  in 
the  home  region,  when  in  the  afternoon  there  is  a  heavy  downpour  of 
rain  from  some  passing  thunderstorm.  Contrast  with  this  rainy  belt  the 
hot,  dry  regions  on  either  side  over  which  the  trade  winds  blow  making 
such  deserts  as  the  Sahara,  Kalahari,  and  the  one  in  Australia.  Now  con- 
trast with  the  uniformly  hot  and  dry  climate  of  the  deserts  or  uniformly 
hot  and  moist  climate  of  the  doldrum  belt,  the  variable  weather  of  the 
temperate  zone  as  it  has  been  observed  by  the  child.  Yet,  even  with  all 
its  variations  and  changeableness  there  are  certain  types  of  weather  pre- 
vailing for  a  short  time  in  every  district  of  the  state  which  may  well 
characterize  all  the  great  types  of  climate  in  the  world. 

Regional  Geography 

1.     Transition  from  globe  to  map. 

As  soon  as  it  becomes  necessary  to  represent  various  features  of  surface 
drainage,  etc..  with  greater  detail  than  can  be  done  on  a  globe,  the  map 
must  be  introduced.  Certain  precautions  are  necessary  that  the  pupils  do 
not  form  wrong  conceptions  owing  to  the  flat  surface  upon  which  a  map  is 
made. 

By  this  time  the  pupils  should  have  become  so  familiar  with  the  globe 
that  they  are  able 

a.  To  locate  any  place  in  approximately  its  correct  latitude  and  longi- 
tude. 

b.  To  tell  directions  on   the  globe. 

c.  To  know  at  a  glance  the  names  of  the  various  continents  from  their 
shape  and  outline. 

The  first  step  in  the  use  of  a  map  is  to  be  able  to  tell  directions  on  the 
map.  If  there  has  been  proper  globe  drill  this  will  be  an  easy  step,  for 
just  as  meridians  and  parallels  on  the  globe  run  respectively  north  and 
south,  and  east  and  west,  likewise  on  the  map  do  they  indicate  direction, 
and  two  places  are  north  and  south  or  east  and  west  from  each  other  only 
when  they  are  on  the  same  meridian  or  the  same  parallel.  If  children 
have  been  taught  that  the  top  of  the  map  is  north,  the  bottom  south,  the 
right  hand  side  east,  and  the  left  hand  side  west,  then  time  should  be 
taken  right  here  and  now  to  unteach  this  idea  which  is  true  only  on  a 
few  particular  kinds  of  maps,  and  teach  in  its  place  the  correct  method 
of  determining  direction  from  meridians  and  parallels  which  is  true  on 
all   maps.     Give   plenty  of  drill    in  the  use  of  these  direction  symbols   by 


APPENDIX  100 

asking   the    direction   of  places   from   each    other,    the   trend    of   mountains, 
courses  of  rivers,  etc. 

The  second  step  in  the  use  of  the  map  is  the  understanding  of  scale. 
This  ought  not  to  he  a  new  idea  if  the  map  work  in  the  third  grad 
been  done  properly.  One  of  the  first  questions  to  be  asked  when  any  map 
that  can  have  a  scale  is  studied  is  "How  many  miles  does  each  inch  on 
the  map  represent?"  Use  the  scale  constantly  in  determining  distances  be- 
tween places,  length  of  rivers,  width  and  length  of  highlands. 

Many  symbols  will  appear  on  the  flat  map  with  which  the  child  is  not 
familiar.  Care  should  be  taken  that  the  pupil  shall  not  use  these  symbols 
until  he  first  knows  their  meaning.  When  he  can  tell  direction  on  the 
map,  locate  places  when  their  latitude  and  longitude  are  given,  and  vice 
versa,  knows  how  to  use  the  scale,  and  knows  the  meaning  of  all  the 
various  symbols,  he  is  then  prepared  to  read  and  study  the  map. 

2.  The  use  of  the  map* 

For  every  region  studied  there  is  much  information  concerning  position, 
form  and  boundaries,  size,  surface  and  drainage,  that  can  be  much  better 
read  from  the  map  than  it  can  from  the  text.  This  work  should  be  done 
in  the  class  and  from  good  wall  maps.  The  Sydow-Habenicht  and  Goode 
maps  are  excellent  for  this  purpose.  The  work  of  map  reading  should 
be  done  at  first  under  the  teacher's  direction  and  questioning.  Organize 
your  class  into  an  imaginary  exploring  party  and  acquire  in  half  an  hour 
from  the  map  information  which  required  years  of  toil  and  the  cost  of 
the  life  of  many  a  brave  explorer  to  accumulate.  As  you  sail  in  imagina- 
tion up  the  Amazon  or  Nile  or  Mississippi,  tell  them  by  word  and  picture 
of  the  wonderful  sights  that  would  greet  their  eyes  were  they  really 
sailing  up  those  rivers.  Make  the  symbols  on  the  map  speak  of  real  rivers, 
mountains  and  plains.  When  the  map  has  told  all  it  can  in  this  way, 
send  the  pupils  to  the  text  to  read  what  it  has  to  say.  What  it  does  say 
will  mean  something,  even  if  only  a  repetition  of  what  they  have  already 
found  out  from  the  map,  because  they  are  prepared  to  understand  it. 
They  will  be  surprised  and  delighted  to  know  that  they  can  write  from 
the  map  as  good  and  as  full  descriptions  of  surface  and  drainage  as  their 
text  contains.  Give  them  not  one,  but  many  chances  to  do  this.  Have 
them  study  carefully  the  text  with  the  end  in  view  of  determining  how 
much  of  the  information  given  in  the  text  could  be  acquired  from  a 
map. 

3.  The  atlas  or  map  habit. 

It  is  quite  necessary  that  the  child  should  learn  while  in  school  the 
location  of  many  important  places  and  physical  features.  II  was  formerlj 
supposed  that  this  could  best  be  clone  by  map  questions  and  by  giving  lung 


■li    is   the   business  of  school   boards  to   provide   such    necessary    material    as   a    globe   and 
wall    maps.      The   usual   cheap   set  of  wall   maps   in   cases,    found   in   most    rural   schools    which 
sell    at    from    $8.00   to   $11.00   for  a   set   of   eight    maps,    is   almost    worse   than    none   al    all 
In    the    first   place    they    are    political    maps    rather    than    physical    maps    and    contain    a    con 
glomeration   of  political   boundaries  of  states,   cities,    towns,   etc,    which   covers   up    and   hides 
the  great  physical   features   that   have   perhaps   caused    these    boundaries    i"   !"■   drawn   or   the 
cities    to    be    located    where    they    are.      It    is    vastly    mure    importanl    to    have    a    set    of    wall 
maps  that  shall  make   the  great   physical   features  of  the  earth,   its  greal    highlands,   lowlands, 
mountain    ranges    and    drainage    lines,    stand    out    so    sharply    and    clearly    that    their    location 
and    relations   to   each    other   shall    he    fixed    forever    in    the   minds   of    the   pupils,    than    it    is 
thai    they  contain  greal   numbers  of  second  and   third  class  cities.      It    is  these  greal    physical 
features    that    are    the    determining    factors    or    conditions    in    geography.       Desirable    maps 
cost    money.      No   publisher   can    afford    to    put    a    decent    set    of    maps    on    tie-    market    al    a 
cost  of  one,  two.  or   three  dollars  each.     .Maps   like   those   mentioned   above  cosl    from   six    t" 
seven   dollars  each,   hut    even   at    thai    price  a    set    of  six   or  seven   maps    is   possible   in   everj 
district    in    the    state.       When    one    goes    ahout     the    stale    and    sees    the    amount     of    money    that. 
is  wasted   on   cheap   wall  maps,   expensive  reading   and   physiology   charts,  or  science  cabinets, 
that   are   seldom    used,    one    wonders   at    the   economy    practiced    by    boards   of   education.      i'el 

the   motive   that   has   prompted    the    purchase,    in    nine   cases   out    of    leu,    has   I u    the  desire    to 

make   better   work    possible. 

This  note  has  been  written  thai  through  ii  teachers  ma.\  more  wisely  ad\  is.'  their 
boards  along  this  very  line.  An  eighteen  inch  globe  and  a  sel  of  Sydow  Habenichl  wall  maps 
(Rand,  McNally  &  Co.)  in  every  rural  school  would  work  wonders  in  grade  geography.  The 
new  Goode  Physical  Maps  are  quite  satisfactory   mans  h.\    an    American  publisher. 


110  STATE   MANUAL  AND  COURSE  OF  STUDY 

lists  of  places  which  were  to  be  located  on  the  map  and  the  locations  com- 
mitted to  memory.  Those  who  have  come  through  such  a  process  know 
how  useless  it  was  and  how,  as  soon  as  the  drill  ceased,  these  unassociated 
names  and  places  began  to  slip  away  until  now  only  those  remain  which 
we  have  since  had  occasion  to  use. 

It  is  here  suggested  that  instead  of  this  abstract  committing  to  memory, 
the  teacher  at  this  impressionable  age  start  the  pupils  aright  in  the  forma- 
tion of  the  atlas  habit.  Whenever  and  wherever,  in  the  preparation  of  a 
reading,  history  or  geography  lesson,  the  pupil  reads  of  a  city,  river,  moun- 
tain or  other'  geographical  feature,  the  teacher  should  insist  that  he  stop 
then  and  there  and  look  up  on  his  map  the  location  of  the  place.  Places 
located  in  this  way  have  something  with  which  they  can  be  associated  and 
will  be  remembered  the  longer  because  of  this  association.  If  the  habit 
of  consulting  the  map  can  once  be  formed  in  the  grades,  it  will  solve  once 
for  all  the  problem  of  location  of  places  in  geography  study. 

4.  The  use  of  small  outline  or  base  maps* 

It  is  not  enough  that  pupils  shall  read  maps,  find  the  location  of  places 
upon  maps,  and  cultivate  the  atlas  habit.  Pupils  should  express  their 
geographical  knowledge  upon  maps.  The  map  should  be  a  means  of  geo- 
graphical expression  as  well  as  impression.  Pupils  should  make  maps. 
This  is  usually  done  by  having  the  pupils  draw  maps  from  memory.  The 
practice  has  hardly  a  single  argument  in  its  favor.  It  serves  to  impress 
incorrect  ideas  of  form  rather  than  correct  ideas  because  pupils  cannot  draw 
correct  maps  and  in  thus  drawing  maps  from  memory  the  mistakes  are 
fastened  in  the  pupils  mind  as  well  as  correct  ideas. 

Instead  of  memory  maps  provide  the  pupils  with  small  outline  maps 
showing  the  boundaries  of  countries,  the  chief  rivers,  etc.,  but  without 
names.  If  you  wish  to  impress  the  shape  of  a  continent,  have  the  pupils 
trace  over  the  coast  line  with  pen  or  pencil  making  them  heavier.  To 
teach  rivers  let  them  print  the  names  of  the  more  important  rivers 
on  the  various  rivers  shown  on  the  outline  map.  With  colored  pencils  the 
pupils  can  color  in  the  various  countries  whose  boundaries  are  shown  on  the 
outline  map.  Symbols  for  cities  may  be  located  on  the  map  and  their 
names  printed.  The  use  of  these  maps  more  than  anything  else  will  tend 
to  fix  in  the  child's  mind  the  main  facts  about  the  locations  of  the  various 
countries,  cities,  rivers,  etc.,  studied  in  these  grades. 

In  the  lower  grades  pupils  are  interested  in  activity  for  the  sake  of 
activity  but  in  the  intermediate  grades  the  pupils  are  interested  in  activity 
for  the  sake  of  the  result  they  get.  They  will  usually  be  delighted  to  fill 
in  and  use  these  maps. 

The  sand  table,  if  used  at  all,  should  be  used  only  as  a  means  of  ex- 
pression by  the  child  and  not  by  the  teacher  as  a  means  of  teaching  new 
ideas  and  concepts.  If  the  child  has  studied  directly  some  alluvial  fan, 
gully,  or  valley,  the  reproduction  of  his  conception  of  it  is  an  excellent 
means  of  fixing  the  concept  clearly  in  his  mind. 

5.  The  use  of  text  and  supplementary  readers. 

In  most  existing  textbooks  there  is  a  mass  of  information,  some  of  which 
may  well  be  acquired  from  the  map  and  not  from  the  text.  To  distinguish 
between  these  two  classes  of  information  is  a  valuable  exercise.  To  dis- 
tinguish between  and  bring  out  the  important  from  the  unimportant,  to 
drill,  illustrate,  explain  and  supplement  the  text,  is  the  function  of  the 
teacher.  Teach  the  child  to  extract  the  meaning  from  the  printed  page 
without  committing  it  to  memory  word  for  word.  There  is  little  in  any 
text  that  needs  to  be  thus  committed.  Don't  expect  the  child  to  know 
every  city,  stream,  mountain  peak  and  range  that  the  text  mentions. 
Let  him  locate  them  on  the  map  as  he  reads  about  them,  for  the  sake 
of  the  atlas  habit  which  you  are  to  cultivate,  but  don't  expect  that  all 
will  be  remembered.  Study  the  most  important  cities  and  physical  features 
so  thoroughly  that  they  cannot  be  forgotten. 


♦Outline  and  base  maps  for  use  with  the  pupils  can  usually  be  obtained  from  various 
publishing  bouses  or  by  writing  to  the  geography  departments  of  the  normal  schools  of 
the  state. 


APPENDIX 


111 


Lack  of  space  has  made  it  necessary  for  the  authors  texl   so  to 

boil    down    the    subject   matter    which    they    present  is    little    more 

than  a  skeleton  of  geographic  knowledge.  To  give  life  and  interest  to 
these  dry  bones  of  fact,  the  teachers  and  school  boards  are  urged  to  provide 
the  pupils  with  geographical  readers.     A  sin  is  better  than  none  and 

if  the  teacher  can  get  it  in  no  other  way  she  should  purchase  ii  herself 
and  consider  it  as  part  of  her  outfit  for  teaching.  The  information  she 
will  get  in  this  way  will  more  than  repay  in  satisfaction  for  the  monej 
invested.     Clippings  from  newspapers  and  articles   from    magazines  ma 


112  STATE  MANUAL  AND  COURSE   OF  STUDY 

accumulated  in  unlimited  quantities  and  at  little  expense.  Every  effort  that 
is  possible  should  be  made  to  clothe  the  bare  facts  of  the  text  with  the 
life  and  interest  which   the  study  of  geography  ought  to  inspire. 

G.     Study  of  Michigan  and  the  region  of  the  Great  Lakes. 

The  custom  has  been  to  have  the  study  of  the  home  state  follow  im- 
mediately alter  that  of  home  geography  in  the  third  or  fourth  grades. 
After  one  gets  beyond  the  limits  of  the  child's  experience  the  transition 
can  be  made  as  easily  from  the  home  region  to  the  whole  continent  or  the 
whole  United  States  as  it  can  to  the  State.  Moreover,  if  Michigan  be 
studied  at  that  time  it  must  be  studied  in  isolation  from  the  surrounding 
states  and  the  industrial  and  physiographic  division  to  which  it  belongs. 
It  is  recommended  therefore  that  the  study  of  the  home  State  be  post- 
poned until  in  the  regular  progress  of  the  work  it  can  be  taken  up  and 
studied  in  its  proper  setting  in  the  Great  Lake  Region  to  which  it  belongs. 
Because  it  is  the  home  State  more  time  should  be  devoted  to  its  boundaries, 
coast  line,  shape  and  size,  surface,  drainage,  mineral  resources,  industries 
and  cities  than  is  commonly  devoted  to  those  topics  in  other  states.  Most 
textbooks  have  special  Michigan  editions  with  good  accounts  of  Michigan 
geography  in  their  back  part. 


SIXTH  AND  SEVENTH  GRADES 

The  point  of  view  and  emphasis  in  these  grades  change  to  another  phase  of 
geography.  In  the  previous  grades  the  work  was  largely  observational  and  de- 
scriptive in  character,  because  the  observational  and  imaginative  activities  of  the 
child  were  then  dominant.  The  pupils  have  been  growing  older,  other  mental 
activities  have  been  coming  forward  which  make  it  not  only  possible  but  neces- 
sary that  the  rational  side  of  the  subject  shall  be  introduced  more  and  more 
as  the  work  progresses.  By  rational  geography  is  meant  the  study  of  the  subject 
matter  from  the  point  of  view  of  cause  and  effect.  In  the  study  of  the  Sahara 
desert,  for  example,  the  arid  conditions  should  not  only  be  described,  but  they 
should  be  traced  backward  to  their  causes  and  forward  to  their  effects  on  the 
life,  habits,  dress  and  occupations  of  the  people.  The  culminating  interest  in 
geography  centers  in  the  life  of  man,  his  occupations,  his  commerce  and  man- 
ner of  living.  AlmOst  any  one  of  these  topics,  if  traced  backward  to  its  causes 
and  determining  conditions,  soon  ends  in  certain  conditions  of  his  physical  en- 
vironment. To  understand  life  on  the  earth  we  must  first  know  and  understand 
the  physical  environment  of  that  life. 

At  the  beginning  of  the  sixth  grade,  when  the  second  or  advanced  book  is  usually 
l  a  ken  up,  ii  is  recommended  that  a  more  detailed  study  of  the  physical  factors 
and  forces  of  geography  ce  made  than  has  heretofore  been  possible.  The  atten- 
tion given  to  this  side  of  geography  in  the  previous  grades  has  been  more  to 
the  securing  of  good,  clear,  mental  pictures  of  physical  features  and  the  acquisition 
of  fads  than  to  the  explanation  of  those  features  and  facts.  In  this  second 
study  of  physical  environment,  emphasize  the  processes  concerned  and  the  forces 
at  work  in  producing  that  environment. 


PHYSICAL  CKOCRAPHY 

In   mosl   texts  used   this  work  will   include  the  following  topics: 

1.     Shape  dud  size  of  the  earth. 

Some  proofs  of  the  earth's  shape  may  now  be  given  with  hopes  of  their 
being  understood.  Sailing  around  the  earth  and  the  appearance  of  ships 
ai  sea,  as  usually  staled,  prove  only  curvature  State  them  so  they  prove 
equal  curvature  in  all  directions.  Even  here  these  proofs  mean  very  little 
unless  they  can  be  actually  experienced.  Let  the  child  see  that  the  size  of 
the  earth  is  an  importani  factor;  that  because  of  its  size,  and  its  great 
barriers  of  oceans  and  mountains,  the  people  of  the  earth  have  been  sepa- 
rated   and    isolated    from    each    other;    and   that  because    of    Ibis   separation 


APPENDIX  II.; 

and    isolation    there    have   arisen    differences   of    language,    customs,    manner 
and   race.     Latitude  and  longitude  are  measured    in   degrees   and    not    miles, 
because  the  earth    is   curved.     As  we  move  north   or  south   over   the   earth, 
new    stars    rise    above   or    sink    below    our    horizon    and    [rom    their    cl 
of  position    we  are  able  to   find   our   latitude. 

Motions  of  the  earth. 

a.  Directions  as  a  result  of^  rotation.  Re-emphasize  I  his  fact  that  it 
is  rotation  which  makes  the  finding'  of  direction  possible.  Various  methods 
of  finding  the  north  pole  star  and  Great  Dipper;  shadow  at  noon;  point  the 
hour  hand  of  a  watch  towards  the  sun,  then  half  way  between  the  hour  hand 
and  the  figure  twelve  on  the  dial  will  be  south;  the  compass  points  towards 
the  north  magnetic  pole  and  not  towards  the  true  north  pole.  II  does 
not  always  point  north  therefore,  but  in  Michigan  it  varies  but  little  from 
true  north. 

b.  Longitude  and  time — standard  time,  international  date. 

Show  how  a  spherical  earth  rotating  causes  the  sun  to  rise  and 
set  and  cross  the  various  meridians  at  different  times,  and  how, 
by  knowing  this  difference  of  time  between  places,  we  can  find 
difference  of  longitude.  Emphasize  the  fact  that,  because  the  earth 
is  spherical  and  rotates  from  west  to  east,  sunrise,  noon,  sunset, 
midnight,  and  with  it  the  new  day,  all  come  from  the  east,  that 
New  York  has  sunrise,  noon,  sunset  and  the  new  day  before  Detroit, 
and  that  the  new  day  begins  at  the  180th  meridian  or  the  inter- 
national date  line  and  travels  around  the  world  to  the  west  ending 
again  at  the  date  line  when  midnight  reaches  it.  All  of  this,  to- 
gether with  the  length  of  the  day,  is  a  consequence  of  rotation. 

c.  Seasons. 

In  the  third  grade  the  pupils  learned  from  observation  that  sum- 
mer is  warmer  than  winter  because  its  clays  are  longer,  its  nights 
shorter,  and  the  sun's  rays  are  steeper.  The  explanation  of  why 
the  days  are  longer  and  the  sun's  rays  steeper  in  summer  than  in 
winter  is  too  difficult  to  be  attempted  until  now.  It  is  believed  that 
in  connection  with  the  motions  of  the  earth  it  can  now  ho  shown 
why  this  is  so  and  why  we  thus  have  change  of  seasons. 

The  atmosphere. 

a.  Its  composition,  pressure,  etc. 

b.  Water  vapor.  How  it  gets  into  the  atmosphere  and  I  he  conditions 
governing  the  rate  of  evaporation;  how  it  gets  out  of  the  atmosphere  and 
the  various  forms  into  which  it  condenses — fog.  clouds,  dew,  frost,  rain, 
snow,  hail. 

A  common  error  in  teaching  the  relation  of  mountains  to  rain  fall  is 
here  to  be  guarded  against.  The  usual  statement  is  that  the  wind  Mows 
against  the  cold  side  of  the  mountains,  is  cooled,  and  its  moisture  condensed 
into  rain  or  snow.  If  this  were  the  cause  the  vapor  would  gather  from 
the  atmosphere  upon  the  cold  rocks  as  dew  or  frost  and  there  would  he 
no  rainfall. 

Whenever  a  gas  is  compressed  it  is  heated  as  one  may  see  by  noticing 
how  quickly  a  bicycle  pump  becomes  healed  in  pumping  up  the  I  ires. 
When  the  pressure  upon  a  gas  is  suddenly  decreased  it  expands  and  be 
comes  cool,  as  all  know  who  have   noticed   bow  cool  the  air   i  scapes 

from  the  valve  in  a  bicycle  tire.  Now,  when  air  moves  up  a  mountain  slope 
it  is  rising  into  regions  with  less  air  pressure.  As  the  pressure  upon  the 
rising  air  decreases  it  expands  and  cools  just  as  does  the  escapin 
from  the  bicycle  tires.  It  is  (his  cooling  which  causes  the  condensation 
into  rain  or  snow.  It  is  called  cooling  h.\  expansion  and  is  the  chief  cans.' 
of  the  cooling  which    produces   rainfall   everywh 

c.  Air  temperatures. 

(1)  How  distribution  of  temperatures  over  (he  earth  is  represented 
on  a  map  by  isothermal   lines. 

(2)  Causes  of  unequal  temperatures  between  the  equator  ami  the 
poles. 


114  STATE   MANUAL   AND  COURSE  OF  STUDY 

(3)  Causes  of  unequal  heating  of  sea  and  land.  CAUTION — The 
high  temperatures  of  Western  Europe  and  Western  North  America 
are  due  more  to  the  unequal  heating  of  sea  and  land  than  to  the 
Gulf  Stream  and  other  currents.  In  winter  the  ocean  is  warmer  than 
the  land  and  would  be  were  there  no  ocean  currents.  Winds  blow- 
ing from  the  west  carry  these  moderating  temperatures  to  the  west 
coast  of  Europe.  If  the  prevailing  winds  blew  from  the  east  the 
British  Isles  and  Newfoundland  would  exchange  climates.  Put  the 
emphasis  upon  unequal  heating  of  land  and  sea  and  the  prevailing 
winds  rather  than  upon  ocean  currents. 

d.  Winds. 

(1)  How  unequal  heating  of  the  air  causes  it  to  circulate  and 
winds  to  blow. 

(2)  Teach  thoroughly  the  location,  direction  of  wind,  and  other 
characteristics  of  the   following  wind  and  calm  belts. 

(a)  The  trade  winds. 

(b)  The  doldrum   belt. 

(c)  The  horse  latitude  calm  belts. 

(d)  The  westerlies. 

Constantly  be  on  the  outlook  for  conditions  in  local  weather  which 
illustrate  the  types  of  weather  found  in  these  various  regions. 

(3)  Show  how  migration  of  these  belts  causes  wet  and  dry  seasons — 
as   in  California  and  regions  near  the  equator. 

(4)  Monsoons — due  to  unequal  heating  of  land  and  sea  in  winter 
and  summer. 

(5)  Land  and  sea  breezes  due  to  unequal  heating  of  sea  and  land 
by  day  and  night. 

(6)  Cyclonic   storms   and   how   they   control   weather   in    the    tem- 
.  perate  zones. 

e.  Weather. 

It  is  time  that  the  schools  do  something  to  destroy  the  superstition 
and  ignorance  that  prevail  as  to  the  cause  of  weather  and  weather 
changes.  The  moon  does  not  control  weather,  there  is  no  equinoctial 
storm,  and  no  one  can  at  present  foretell  weather  accurately  a  year, 
or  even  a  month  in  advance.  Teachers  should  look  up  this  topic  and 
be  able  to  explain  the  weather  changes  as  they  occur.  Write  to 
the  nearest  weather  bureau  station  and  ask  that  the  daily  weather 
map  be  sent  to  your  school. 

4.  The  ocean  and  ocean  movements. 

The  oceans,  their  extent,  depth,  nature  of  their  bottoms,  wind  waves, 
tides,  and  the  chief  ocean  currents.  The  relation  of  wind  to  waves  and  to 
ocean  currents  should  here  be  brought  out.  Show  also  how  the  currents 
generated  by  the  winds  are  deflected  by  the  continents  into  their  present 
courses. 

5.  Rain  and  river  erosion  and  land  forms. 

Teach  by  observation  in  the  neighboring  fields  how  the  water  running 
off  after  a  storm  erodes  gullies  in  the  hillsides,  how  these  gullies  grow 
wider,  deeper  and  longer  with  each  storm  until  they  are  finally  cut  to 
the  depth  at  which  water  stands  in  the  ground  when  they  thus  acquire 
permanent  streams.  Show  by  example  if  possible  how  these  valleys  at 
first  are  narrow  and  V-shaped,  often  with  falls  or  rapids  and  lakes  in  their 
courses;  how  in  this  condition  they  are  said  to  be  young  valleys,  but  the 
side  wash  on  their  sides  and  streams  in  their  bottoms  destroy  the  falls, 
fill  up  and  drain  the  lakes  and,  swinging  from  side  to  side,  cutting  on  the 
outside  of  each  curve  and  depositing  on  the  inside,  gradually  widen  the 
valley  bottom  forming  flood  plains,  the  valley  thus  passing  into  maturity 
and  old  agt  Take  up  (he  other  erosional  forms  of  the  text  found  in  the 
neighborhood  and  nive  the  pupils  as  clear  conceptions  as  possible  of  how  the 
weathering  and  erosive  forces  sculpture  the  surface  of  the  land  into  all 
its  varieties  of  form. 


APPENDIX  115 

6.  Glaciers  and  glaciation. 

Introduce  them  to  the  mountain  and  valley  types  of  glaciers  now  existing 
in  many  regions,  showing  the  various  phases  of  erosional  work  of  these 
glaciers,  how  they  smooth,  polish  and  striate  the  rocks  over  which  they 
pass  and  how  they  form  moraines  along  and  across  their  valleys.  Now 
search  the  clay  bank  along  streams,  the  excavations  for  cellars  and  ditches, 
to  find  rocks  in  the  home  region  which  have  been  smoothed,  polished  and 
striated  by  glacial  erosion,  thus  proving  that  their  region  was  once  beneath 
an  immense  ice  sheet  which  brought  and  distributed  over  this  region  the 
thick  deposits  of  drift  upon  which  they  live.  In  this  grade  when  the  United 
States  is  studied  more  intensively  and  in  greater  detail,  give  them  some 
idea  of  how  the  Great  Lakes  and  the  thousands  of  smaller  lakes  in  northern 
United  States  were  produced  as  a  result  of  this  glaciation,  thus  bringing  out 
the  relation  of  the  effects  of  glaciation  to  man. 

7.  Coast  lines  and  the  various  forces  and  agents  at  work  in  changing  tin  m. 


OUTLINE   FOR   CONTINENTAL   STUDY 

In  these  upper  grammar  grades  each  of  the  continents  should  be  studied  once  as 
a  whole,  the  aim  being  to  bring  out  the  casual  relations  existing  between  the 
various  topics  in  the  following  outline.  Much  of  the  information  may  be  ae 
quired  from  globe  and  maps.     The  outline  serves  also  for  the  study  of  countries. 

1.  Position. 

a.  In  relation  to  other  continents  and  great  commercial  nations. 

b.  In  relation  to  oceans. 

c.  In  latitude  and  longitude. 

d.  In  relation  to  prevailing  winds. 

e.  What  does  position  tell  us  of  the  climate  of  a  continent? 

2.  Form. 

a.  General   form — memory   maps  drawn  to   impress  general   form. 

b.  Detailed  form  or  coast  line — regular  or  irregular,  low,  flat,  sandy  or 
marshy,  high,  steep  or  rocky.  Was  coast  formed  by  rising  or  sinking  of 
the  land  in  relation  to  sea  level?  Chief  indentations,  peninsulas — con- 
tinental shelf,  how  formed,  where  wide,  where  narrow — effect  of  an 
elevation  of  600  feet  upon  land  area — of  a  submergence  of  600  feet — rela- 
tion of  coast  line  to  commerce  and  life  of  the  people. 

3.  Size. 

a.  As  compared  with  other  continents,  estimated  from  globe. 

b.  Greatest  length,  width  and  other  distances,  measured  lioni  map  by 
use  of  scale. 

c.  Time  necessary  to  journey  in  various  directions  across  continent, 
traveling  at  varying  rates.     Give  this  as  problems  to  be  solved. 

d.  How  many  times  the  size  of  the  United  States?     of  Michigan? 

Given  as  problems  from  data  supplied  by  teacher. 

4.  Surface   (data  to  be  secured  largely  from  map.) 

a.  Primary  or  main   highland. 

(1)  Its  name,  location,  continent  and   (rend. 

(2)  Average  length,  width,  height  and  slopes. 

(3)  Mountains   traversing   highland,    their    names,    trend,    I 
chief  passes  through  the  mountains  and  general  characteristics. 

b.  Secondary  highland. 

Same  as  for  primary. 

c.  Lowlands. 

Names,  location  in  continent' and  in  relation  to  highlands  and 
mountains,  extent,  slopes  and  any  distinguishing  ■  characteristic 
features. 


116  STATE  MANUAL  AND  COURSE  OF  STUDY 

d.  Drainage. 

Have  pupils  trace  divides — note  slopes  from  these  divides  down 
to  sea  level,  long  slopes,  short  slopes,  length  of  streams  in  rela- 
tion to  slopes,  chief  rivers,  age  of  valley,  mouths  of  streams,  deltas 
at  mouths  or  estuaries   due  to  submergence. 

e.  Relation   of  surface   to  life  of   people. 

Relation  to  occupations.  Do  mountains  act  as  barriers  isolating 
the  people  or  is  communication  easy?  Relation  of  mountains  and 
other  physical  barriers  to  political  boundaries,  size  of  states,  etc. 

5.  Climate. 

a.  Temperature. 

(1)  As  determined  by  angle  of  sun's  rays  or  latitude. 

(2)  As  modified  by  elevation. 

(3)  As   influenced  by  winds  from  ocean. 

(4)  As  shown  on  isothermal  map. 

b.  Prevailing  winds,  and  any  modifications  due  to  monsoon  influence, 
as  in  Asia  and  India,  for  example. 

c.  Rainfall. 

(1)  Regions  of  heavy  and  moderate  rainfall.     Why? 

(2)  Arid   regions.     Why? 

(3)  Seasonal    occurrence    of    rainfall?     When?      Why? 

6.  Vegetation. 

a.  Factors   influencing  temperature,   rainfall,  soil. 

b.  Characteristics  of  vegetation  in  hot  moist  regions,  e.  g.,  the  tropical 
rainy  forest. 

c.  Changes  in  the  above  with  decrease  of  rainfall. 

d.  Characteristics  of  vegetation  in  hot  arid  regions. 

e.  Effect  of  cold  temperatures  upon  vegetation  in  humid  and  in  arid 
regions. 

f.  Distribution  and  characteristics  of  vegetation  of  the  continent  as 
controlled  by  the  above  condition.  The  forest  regions,  chief  trees,  the 
savannas  and  prairies,  deserts. 

7.  Occupations. 

a.  Occupations  in  forest  regions,  lumbering,  gathering  of  forest 
products. 

b.  Grazing  and  herding  regions. 

c.  Agriculture,  with  and  without  irrigation.  Location  of  the  industry, 
its  limiting  conditions,  chief  products,  etc.  Note  how  climate  influences 
and  controls  this  occupation. 

d.  Mining  and  mineral  resources. 

Why  are  mountains  more  commonly  mining  regions  than  plains? 

Note  well  the  location  of  the  coal  and  iron  mining  regions,  for 
when  both  of  these  are  found  in  a  region  manufacturing  is  usually 
an  important  industry. 

e.  Manufacturing. 

(1)  Conditions    determining   location   of   manufacturing   regions. 

(a)  Power — coal,   water,   electricity. 

(b)  Raw  material   for  manufacturing. 

(c)  Food  supply. 

(d)  Commercial  facilities  for  bringing  raw  material, 
power  and  food  supply  together  or  disposing  of  manufactured 
products. 

(e)  Labor  and  capital. 

(2)  Location  of  manufacturing  centers  or  regions  and  chief 
products  of  each. 

f.  Commerce. 

Commerce  grows  out  of  needs  and  wants  of  the  people  which  in 
turn  largely  grow  out  of  occupations. 


APPENDIX  1 1 7 

(1)  Needs  and  wants  of  manufacturing  section  and  what  they 
have  to  supply. 

(2)  Needs  and  wants  of  various  agricultural  seel  ions  and  what. 
they  have  to  supply. 

(3)  Similarly  for  mining  regions,  grazing  sections,  etc. 

(4)  Movement  of  goods  and  products  to  satisfy  the  above  needs 
and   wants. 

(5)  Means  of  transportation— navigable  rivers,  canals  and  rail- 
roads. 

(6)  Commerce  with  other  continents  and  regions  as  an  out- 
growth of  diverse  needs  and  wants  growing  out  of  differences  in 
occupations  and   natural   resources. 

8.  Location  of  cities. 

a.  Manufacturing  type,  like  Pittsburg,  and  conditions  favorable  to 
growth  of  such  cities. 

b.  Commercial  centers  like  New  York  and  Liverpool,  and  conditions 
favorable  to  their  growth. 

c.  Governmental  types  of  cities,  like  Washington  and  Lansing. 

d.  Educational  centers. 

e.  Combination  of  two  or  more  of  above  types  like  Chicago,  which  is 
commercial  in  origin  and  growth  but  because  of  meeting  of  commercial 
routes,  nearness  of  coal,  etc.,  is  a  great  manufacturing  center. 

9.  Population. 

Distribution  of — where  dense,  where  sparse,  as  determined  by  occupa- 
tions and  food  producing  capacity  of  the  various   sections. 


INTENSIVE   STUDY   OF   A  REGION 

After  a  continent  or  a  large  country  like  the  United  States  has  been  studied,  as 
called  for  in  the  outline  for  continental  study,  and  the  pupils  know  in  this  way 
the  general  relations  of  the  various  geographic  districts  to  each  other  and  to 
the  whole,  they  are  then  in  a  position  to  take  up  the  intensive  study  of  these 
various  districts  and  individual  countries. 

It  should  be  the  aim  of  the  teacher  in  these  upper  grammar  grades  to  give  the 
child  a  higher  conception  of  what  geography  is  than  he  has  been  able  to  obtain 
in  the  previous  grades.  It  was  the  aim  of  those  grades  to  give  mental  pictures  of 
distant  countries  and  regions  and  to  lay  a  foundation  of  well-understood  facts. 

It  is  still  the  aim  to  broaden  the  pictures  and  increase  the  number  of  fads,  but, 
in  addition,  to  bring  out  and  make  clear  those  relations  existing  between  the 
life  of  a  given  region  and  the  physical  environment  of  that  life,  to  show,  as  far  as 
possible 

1.  What   the  physical  conditions  of  the  region   or  country   are  and   how    they 
came  to  be. 

2.  How    these    physical    conditions   have    influenced    the    life,    industries    and 
history  of  the  people  of  that  region. 

3.  To    emphasize    those    peculiar    things    for    which    thai    country    stands,    in 
dustrially,  commercially  and  socially. 

Thus,  for  example,  after  the  United  States  has  been  studied  as  a  whole  80  thai 
the  child  knows  in  a  general  way  the  more  importanl  features  of  its  surface 
climate,  vegetation,  after  he  knows  where  the  mining,  manufacturing,  agricul 
tural  and  grazing  regions  are  located  and  bow  these  regions  largely  supply  each 
other's  needs  and  wants  through  the  domestic  commerce  of  the  country,  then 
he  can  understandingly  take  up  the  intensive  study  of  the  New  England  states 
and  have  impressed  upon  him  just  what  it  is  in  l  his  region  and  its  people  thai 
has  set  it  off,  not  in  isolation,  but  in  the  character  of  its  industries,  institutions 
and  history  from  the  other  sections  of  the  country. 

Let  him  see  first  of  all  those  stony  New  En  illtops  risie     n>  approximately 

the  same  elevations  and  separated  from  each  other  by  rather  Bteep-sided  narrow 
valleys  and,  mantling  over  all,  that  coarse  stony  soil  which  hai  even  been  the 
bane  of  successful  agriculture.  Make  clear  to  him  the  rocky  many  harbored  coast  of 
Maine,  the  long  sandy  front  of  Cape  Cod,  and  the  branching  arms  of  Narragansett 


118  STATE  MANUAL  AND  COURSE  OF  STUDY 

Bay.  Now  give  these  facts  perspective  and  fix  them  forever  in  his  mind  by- 
teaching  how  they  came  to  be.  Let  him  know  that  for  ages  New  England  was 
worn  by  rainwash  and  streams  until  its  surface  had  been  reduced  to  almost  a 
plain  (a  peneplain).  Then  came  the  uplift  of  this  plain,  the  streams  cutting  the 
present  valleys  and  forming  the  even  topped  hills.  Then  came  that  great  ice 
sheet  which  covered  the  region,  accumulating  along  its  front  a  terminal  moraine 
of  which  Long  Island,  Martha's  Vineyard  and  Cape  Cod  are  in  part  remnants. 
The  old,  probably  rich,  soil  was  swept  away  and  in  its  place  was  substituted  the 
present  coarse,  rocky,  sandy  mantle  which  banished  all  hopes  of  agricultural 
greatness  from  the  region.  This  mantle  of  drift,  when  the  ice  had  melted  away, 
damned  the  old  valleys  forming  basins  where  now  we  have  the  thousands  of  New 
England  lakes,  sent  the  streams  coursing  over  new  channels,  tumbling  here  and 
there  over  precipices  or  rushing  in  rapids  down  steep  slopes,  thus  giving  to 
New  England  its  water  power  which  forms  the  basis  for  its  manufacturing. 
Show  also  how,  by  the  submergence  of  the  lower  portion  of  its  river  valleys, 
its  many  harbors  were  produced  with  all  the  beneficial  effects  they  have  had 
upon  its  industries  and  history. 

Then  let  him  see  how,  with  the  landing  of  the  Pilgrims,  the  white  inhabitants 
entered  upon  a  century  of  long  struggle  with  the  rigors  of  its  climate  and  the 
hard  conditions  imposed  everywhere;  how  the  purpose  of  that  struggle  was  to 
make  the  region  give  a  livelihood  to  its  constantly  increasing  population,  and  how 
it  was  finally  attained,  not  in  a  greater  number  of  acres  of  wilderness  conquered 
and  tilled  but  in  the  evolution  of  one  of  the  most  diversified  of  industries.  Many 
continued  to  struggle  with  the  rocky  soil.  Others,  influenced  by  the  many  favoring 
conditions,  were  tempted  to  enter  the  more  profitable  but  more  dangerous  occu- 
pation of  fishing.  This  led  to  commerce  and  both  of  these  made  a  demand  which 
created  the  shipbuilding  industry.  Manufacturing  in  the  earliest  day,  typified 
by  the  spinning,  weaving  and  the  shoe  making  of  the  New  England  kitchen,  was 
transferred  to  the  factory,  and  today  New  England  produces  56.2%  of  all  cotton 
goods  manufactured  in  this  country  and  58.6%  of  all  the  boots  and  shoes. 

Individual  attempts  to  gain  a  living  in  colonial  time,  under  the  stress  and 
competition  of  those  days,  are  represented  today  by  great  factories  employing 
thousands  of  men  and  representing  millions  of  invested  capital. 

"When  the  pupils  realize  how  physical  conditions  drove  the  people  into  a  greatly 
diversified  industry  and  how  only  by  so  doing  could  they  live  in  the  region,  they 
are  in  a  position  to  realize  why  the  New  England  colonies  resented  England's 
attempt  to  tax  those  industries  and  their  commerce  out  of  existence  and  by  that 
resentment  brought  on  the  Revolutionary  War.  In  this  way  ought  geography  to 
correlate  with  history. 

Let  them  understand,  in  considerable  detail,  these  variously  diversified  but 
typical  industries  of  New  England  as  they  are  carried  on  today — the  hard,  danger- 
ous life  of  the  New  England  fisherman;  the  rush  and  roar  of  the  New  England 
factories  and  the  remarkable  manner  in  which  certain  industries  have  been 
localized  in  certain  cities  and  sections;  the  quarrying  industry  of  Massachusetts 
and  Vermont,  the  paper  pulp  industry  fed  by  the  remaining  forests  of  spruce; 
and  the  hard  struggle  which  the  New  England  farmer  still  carries  on  with  the 
soil. 

Somewhat  after  the  manner  indicated  above  should  the  teacher,  in  the  study 
of  every  region,  aim  to  bring  out  those  vital  and  fundamental  relations  of  life 
to  its  environment  which  constitute  the  essence  of  modern  geography.  This  in- 
tensive study  of  regions  and  countries  should  be  based  upon  and  grow  out  of  the 
text's  treatment  of  those  regions.  It  will  be  necessary  for  both  pupils  and  teacher 
to  supplement  the  text  with  as  wide  reading  from  other  sources  as  possible. 

It  is  suggested  that  a  general  review  be  given.  The  pupils  are  now  older  and  can 
understand  relations  and  causes  better  than  in  previous  grades.  It  is  suggested 
that  this  review  emphasize  the  commercial  side  of  geography  but  that  it  be 
regional  in  character  and  bring  out  the  causal  relations. 

The  regions  of  the  world  that  contribute  largely  to  the  world's  commerce  are  to 
be  studied.  In  each  show  how  climate,  surface,  drainage,  soil,  mineral  resources, 
etc.,  combine  to  determine  the  distribution  of  population  and  occupations  of  the 
people  of  that  region;  and  then  how  out  of  these  different  occupations  arise  the 
needs  and  wants  that  cause  and  determine  the  world's  commerce.  Try  to  fix 
firmly  in  the  pupil's  mind  the  great  demands  which  each  region  makes  upon 
the  other  regions  of  the  world  and  its  contribution  to  the  needs  and  wants  of 
those  regions. 


APPENDIX  no 


HISTORY 

During  the  seventh  grade  the   history  of  Michigan  should  he   studied   with    its 
geography.     If  time  for  the  recitation  in  both  crowds  the  program,  they   ma 
alternated. 

1615 — Possibly  visited  by  Champlain. 

1634 — Visited  by  Jean  Nicolet  at  Mackinac. 

1641 — Visited   by  Jesuit  missionaries. 

1660  to  1668 — Visited  by  various  missionaries.     Mission  established  at  Sault  Ste. 
Marie — three  years  later  at  St.  Ignace. 

1701 — Fort  Ponchartrain  founded  at  Detroit  by  Cadillac — Detroit  the  capital  of 
the  French  possessions. 

1760 — Became  a  British  province — principal  business,  fur  trade. 

1763 — Pontiac's  conspiracy — Character  of  Pontiac.  Plan  of  attack — story  of  the 
Ojibwa  Indian  girl.  The  attack — Bloody  Run.  Massacre  of  Michili 
mackinac. 

1769— Death  of  Pontiac. 

1787 — Ordinance  creating  the  Northwest  Territory — the  "Six  Articles." 

1796 — British  evacuation  of  military  posts. 

1805 — Michigan   made  a  territory — Gen.  Wm.   Hull  governor. 

1812 — Second  War  with  England — Michigan  menaced  on  one  side  by  Canada, 
on  the  other  by  Indians.  July  16,  Detroit  surrendered,  the  only  condi- 
tion being  that  private  property  be  protected.  July  17,  Mackinac  sur- 
rendered. 

1813 — Gen.  Cass  appointed  governor.  His  energy — made  treaties  with  Indians, 
always  just  ones;  divided  the  territory  into  counties  (note  how  many 
of  the  counties  bear  the  names  of  prominent  men) ;  surveyed  and  opened 
the  lands  for  settlement  (about  1818);  visited  personally  the  heart  of 
the  Indian  country,  traveling  thousands  of  miles;  published  (1823) 
"Inquiries  concerning  the   Indians."     Perry's  victory  on  Lake  Erie. 

1817- — First  permanent  newspaper — "The  Detroit  Gazette,"  $5  a  year. 

1831 — Gov.  Cass  appointed  Secretary  of  War. 

(Cass  was  further  honored  by  appointment  in  1830  as  Minister  to  France;  in  1845  ami 
1849  was  U.  S.  Senator  from  Michigan,  and  in  1844  and  1852  was  democratic  nominee  for 
president.) 

1832  to  1834 — Detroit   scourged    by  cholera — Gov.  Porter  a  victim. 

1835 — The  Toledo  War. — Cause,  territorial  boundary  dispute.  Proclamation  of 
Gov.  Lucas  of  Ohio  ordering  troops  to  take  possession  of  disputed  strip: 
sending  of  Michigan  troops  by  acting  Gov.  Mason — no  bloodshed.  Propo- 
sition by  Congress  to  cede  to  Michigan  the  Upper  Peninsula  for  the 
release  of  the  disputed  strip. 
May — Adoption    of    a    constitution    and    application    for    admission    to    the 

Union. 
October — State    officers    elected,    followed    by    the    refusal    i  ss    to 

admit  to  the  Union  until  the  settlement  of  boundary  dispu 

1836 — December — Acceptance  by  the  "Frost-bitten  Convention"  at  Ann  Arbor 
of  the  proposal  of  Congress  mentioned  above. 

1837— January    26— Michigan   admitted    as    the    26th    state,   thus     doubling     the 
original  thirteen.     Plans  at  once  made  for  extensive  internal  impn 
ments  and  a  loan  negotiated  for  $5,000,000   (an  enormous  sum   in  those 
days)    for   improvement   of   rivers,   construction    of   canals,    and    build 
ing  of  railroads — the  beginning  of  the  Michigan   Southern   and    Michi- 
gan Central  railways.     Passage  of  general   I  '       its    provisions 
of  safety  to  the  public  easily  eluded,  resulting  i  sion  of  Bp< 
payment. 
Provision    that    every    sixteenth    section    in    each    organized    township    be 
set  apart  for  school   purposes.     Rev.  John  D.  Pierce,  first  Superlnl 
ent  of  Public  Instruction,   presented   to  the  State  legislature  the   plan 


120  STATE   MANUAL  AND  COURSE  OP  STUDY 

for  our  educational  system,  modeled  after  the  Prussian  public  school 
system. 

1847— Capital  changed  from  Detroit  to  Lansing. 

1850 — New  constitution. 

1852 — Congressional  land  grant  of  750,000  acres  for  construction  of  canal  around 
St.   Mary's   Palls. 

1853  to  1855— Construction  of  St.  Mary's  Palls  canal— cost  $999,802.46.  (7,000 
feet  long,  least  width  108  feet,  depth  of  water  16  feet.) 

1860  to  1865 — Michigan  in  the  Civil  War. — Austin  Blair,  the  "War  Governor," 
Zachariah  Chandler,  the  "War  Senator  of  Michigan" — 93,700 
Michigan  soldiers  of  whom  over  one-sixth  perished  in  defense 
of  their  country. 

1873 — Corner  stone  of  the  new  capitol  laid — cost  of  building  $1,500,000. 

1876  to  1881— St.  Mary's  Falls  canal  enlarged  and  new  lock  built— cost  $1,500,000. 

1892  to  1894— Second  great  lock  built— cost  $5,000,000.  Over  16%  million  tons, 
passed  through  this  lock  during  1896,  sufficient  tonnage  to  load 
a  freight  train  over  5,000  miles  long,  or  reaching  nearly  from 
Chicago  to  San  Francisco  and  back,  exceeding  the  tonnage  of 
New  York  harbor. 

1897 — President  Angell  of  Ann  Arbor  appointed  United  States  minister  to 
Turkey. 

1909 — New  constitution  went  into  effect  January  1. 

RESOURCES 

1.  Agricultural. 

a.  Location  agricultural  regions. 

b.  Rank  of  Michigan  as  an  agricultural  state. 

c.  Rank  in  production,  single  products. 

d.  Fruit  regions. 

e.  Sugar  and  the  sugar  beet. 

f.  Chickory  and  its  manufacture. 

2.  Forests. 

a.  Rank  of   Michigan   in  production  of  lumber. 

b.  Location   of  pine  belt — hardwood  belt. 

c.  Lumbering  camps,  cutting,  hauling,  mills. 

il.     Future  of  the  industry  and  of  lumber  towns. 
c.     Uses  of  pine,  of  hardwood. 

3.  Mines. 

a.  Rank  of  Michigan  in  production  of  different  minerals. 

b.  Location  of  mineral  regions. 

c.  Principal   towns  and  cities  in   mining  regions. 
(1.  .Mining    machinery  and  equipment. 

e.  Shipping  points,  docks,  vessels. 

f.  Coal,   kind,  where   obtained. 

g.  Smelting  works,   location. 
//.  Grindstone,  building  stone. 

4.  Salt. 

a.  Rank  of  Michigan   in  production. 

b.  Location   of  salt  regions,  leading  towns. 

c.  Processes  of  manufacture,  cost  per  barrel,  why  so  cheap. 

5.  Fisheries. 

a.  Rank  of  the  state. 

b.  Kinds   of   fish,   inland,   lake. 

c.  How  caught,  how    marketed. 

6.  Ma  nn  fact  ii  res 

a.  Rank  and  comparative  quantity  and  value  of  goods. 

b.  Leading  manufacturing  cities. 

c.  Furniture,   stoves,    cars,   pianos,  organs,    matches,   soap,   wagons,  carriages, 
silk,  threshing  machines,  farm  implements,   pins,  automobiles. 


APPENDIX  121 


1.  Name  six  largest  in  order  of  size. 

2.  Locate  and  tell  why  important — Detroit,  Grand  Rapids,  Saginaw,  Lansing, 
Jackson,  Bay  City,  Kalamazoo,  Ann  Arbor,  Marquette,  Battle  Creek,  Muskegon, 
Calumet,  Sault  Ste.  Marie,  Flint. 

COMMERCE 

1.  Waters  passed  through,  Duluth  to  Buffalo;   Chicago  to  Buffalo. 

2.  Canals  and   artificial   waterways. 

3.  Lighthouses,    breakwaters,    locks,    harbors. 

4.  Location  of  leading  lake  ports. 

5.  Principal  products  shipped  each  way. 

6.  Large   freight   boats,   passenger   boats,   ''Northwest." 

7.  Amount  and  value  of  lake  commerce. 

ANIMALS 

1.  List  of  native  animals,  living,  extinct. 

2.  Fish  and  game  laws.     Necessity. 

3.  List  of  useful  wild  animals. 

HISTORICAL 

1.  First  settlement,  when?     Where?     By  whom? 

2.  Names  of  a  few   early  explorers. 

3.  Early  settlers,  where  from?     Scenes  from  life. 

4.  First  steamboat.     First  railroad.     First  newspaper. 

5.  Origin  of  the  following  and  other  names:  Michigan,  Calhoun,  Albion,  Jack- 
son, Shiawassee,  Clinton,  Marquette,  Ingham,  Cass,  Charlevoix,  Hillsdale,  Detroit. 
Grand   Rapids,   Ypsilanti,  Bay  City,  Lansing,   Gratiot. 

BIOGRAPHICAL 

1.  Marquette,   LaSalle,    Cadillac,   Pontiac. 

2.  Houghton,  Woodward.  Pierce,  Schoolcraft. 

3.  Cass,  Mason,  Blair,  Chandler. 

4.  Alger,  Luce,  Dickinson,  Palmer. 

5.  Carlton,  Edison,  Rose  Hartwick  Thcrp. 


1  Educational. 

2.  Charitable. 

3.  Reformatory. 

4.  Penal. 


INSTITUTIONS 


GOVERNMENT 


1.  Seat  of  government — location. 

2.  Constitution — nature  of;   date  of  adoption. 

3.  Departments — functions  of  each. 

4.  State  officers — general  duties. 

5.  County  officers — general  duties. 

6.  County  seat.     Court  house.     Jail. 

7.  City  officers — council — fire  department. 

8.  School  officers. 

16 


122  STATE   MANUAL  AND  COURSE  OF  STUDY 


MUSIC 

GENERAL    NOTES 

It  is  understood  that  a  regular  systematic  course  of  instruction  such  as  is 
given  in  the  city  schools  cannot  be  carried  on  in  the  rural  schools,  hence  the 
following  outline.  This  is  prepared  with  a  view  of  meeting  the  needs  of  the 
schools  where  there  is  no  regular  supervison,  and  where  only  a  few  minutes  a  day 
can  be  given  to  the  music. 

The  teacher  should  have  several  song  books  from  which  to  select  the  "rote" 
and  other  songs. 

If  possible,  let  the  children  from  the  fourth  grade  up  have  a  uniform  song 
book. 

This  outline  can  be  carried  out  as  given  if  fifteen  minutes  per  day  be  allowed. 

The  work  is  prepared  on  the  supposition  that  the  teacher  has  some  musical 
knowledge  and  can  sing,  but  it  can  be  carried  out  even  if  such  is  not  the  case, 
if  the  teacher  will  prepare  herself  in  advance  on  the  work  as  given  to  the  school. 

Suggested  method  of  teaching  a  rote  song: 

1.  Teacher  sings  the  entire  song  a  number  of  times. 

2.  Teacher  sings  first  phrase  several  times,  class  listening  with  eyes  on  teacher. 

3.  Class  repeats  phrase. 

If  class  cannot  properly  repeat,  it  is  for  one  of  two  reasons:  either  the  phrase 
has  not  been  sung  often  enough  or  else  the  phrase  is  too  long. 

4.  Teacher  sings  second  phrase  several  times. 

5.  Class  repeats  phrase. 

6.  Teacher  joins  first  two  phrases. 

7.  Class   repeats. 

8.  Proceed  in  above  manner  until  song  is  learned. 

9.  Absolute  accuracy  not  only  of  intonation  but  of  attack  must  be  insisted 
upon.  Any  wavering  or  sliding  of  the  voice  from  tone  to  tone  must  be  dis- 
countenanced. Pure,  accurate  intonation  is  essential.  When  the  song  has  been 
learned,  let  individuals  sing  it;  different  groups  of  children  may  then  sing,  mak- 
ing repetitions  follow  each  other  as  speedily  as  possible. 

OUTLINE 

First  Month 

First  Week — Sing  familiar  songs  giving  special  attention  to  America,  Star 
Spangled  Banner,  and  Nearer  My  God  to  Thee. 

Second  Week — Continue  review  of  familiar  songs,  giving  special  attention  to 
Suanee  River,  Home  Sweet  Home,  and  Italian  Hymn. 

Third  Week — Teach  a  new  song  of  four  phrases  by  rote,  using  the  words  and 
"loo."  (Ear  training.)  Teach  the  syllables,  do,  ra,  me,  fa,  sol,  la,  te,  do,  by 
writing  same  on  board  vertically  and  requiring  class  to  read  them  (speaking 
voice) ;  later  apply  to  the  tune  of  the  major  scale  singing  descending  and  as- 
cending, collectively  and  individually.  Sing  familiar  songs,  including  Battle 
Hymn  of  the  Republic. 

Fourth  Week — Teach  a  new  song  of  four  phrases  by  rote,  using  the  words 
and  "loo."  Continue  drill  on  scale  with  the  syllables  and  "loo,"  individually 
and  collectively.  Teach  the  staff  and  treble  clef;  explain,  using  blackboard  for 
demonstration.  Have  class  make  staffs  and  clefs  on  practice  paper.  Review  the 
new  song  of  last  week  and  familiar  songs,  including  Sweet  and  Low. 

Second  Month 

First  Week — Teach  a  new  song  of  four  phrases  by  rote,  using  the  words  and 
"loo";  later  in  the  week  add  the  regular  syllables  as  a  new  stanza  to  this 
and  the  other  new  songs  learned  thus  far.  Teach  the  permanent  pitch  names  of 
the  lines  and  spaces  of  the  staff,  starting  with  the  second  added  space  below, 
and  continuing  to  the  second  added  space  above.  The  pitch  names  used  are  the 
first  seven  letters  of  the  alphabet,  A,  B,  C,  D,  E,  F,  G.  Continue  the  singing  of 
familiar  songs,  including  Columbia,  the  Gem  of  the  Ocean. 


APPENDIX  123 

Second  Week — Teach  a  new  song  of  four  or  six  phrases  by  rote  using  words, 
syllables,  and  "loo."  Review  the  drill  on  the  major  scale,  clef,  staff  and  pitch 
names.  Explain  the  bar  and  double  bar.  Sing  familiar  songs,  including  Old  Black 
Joe. 

Third  Week — Teach  a  new  song  of  four  or  six  phrases  by  rote,  using  words, 
syllables,  and  "loo."  Continue  the  drill  on  all  the  new  things  taught  thus  far, 
especially  the  singing  of  the  scale  and  pitch  names.  Explain  "accent"  and 
"measure."     Sing  familiar  songs,   including  Flow  Gently,  Sweet  Afton. 

Fourth  Week— Teach  a  rote  song.  Drill  on  staff,  clef,  pitch  names,  major  scale, 
bars,  (single  and  double),  and  measures.  Teach  the  whole,  half  and  quarter  notes, 
having  children  practice  making  them.  Sing  familiar  songs,  including  The 
Watch  on  the  Rhine. 

Third  Month 

First  Week — Review  the  rote  song  taught  the  first  month,  third  week.  Place 
the  same  on  the  board  just  as  it  appears  on  the  printed  page.  (This  is  the 
first  week  in  eye  training.)  Have  the  children  sing  the  words  while  the  teacher 
points  to  the  notes,  then  sing  the  syllables  by  the  same  process,  mark  off  the 
phrases,  count  the  measures,  count  the  different  kinds  of  notes.  Continue  major 
scale  singing  and  drill  on  pitch  names,  teach  eighth  and  sixteenth  notes.  Sing 
familiar  songs,  including  Lead  Kindly  Light. 

Second  Week— Review  the  rote  song  taught  the  first  month,  fourth  week.  Place 
it  on  the  board  and  have  the  children  sing  the  words,  the  teacher  pointing  to  the 
notes  as  sung,  sing  syllables,  mark  off  phrases,  count  measures,  count  different 
kinds  of  notes.  Continue  major  scale  drill  and  pitch  names.  Teach  whole,  half, 
and  quarter  rests.  Have  children  write  them.  Continue  familiar  songs,  includ- 
ing Nancy  Lee  or  a  Thanksgiving  song. 

Third  Week — Review  the  rote  song  taught  the  second  month,  first  week.  Place 
it  on  the  board  and  have  the  children  sing  the  words,  the  teacher  pointing  to  the 
notes  as  sung.  Sing  syllables,  mark  off  phrases,  count  the  measures,  count  the 
different  kinds  of  notes.  Continue  major  scale  drill  and  pitch  names.  Teach 
eighth  and  sixteenth  rests.  Have  the  children  write  them.  Continue  familiar 
songs,  including  songs  of  Thanksgiving. 

Fourth  Week — Review  the  rote  song  taught  the  second  month,  second  week. 
Place  on  the  board.  The  teacher  points  to  the  notes  while  the  children  sing 
the  words  and  then  the  syllables.  Mark  off  the  phrases,  count  the  measures,  and 
count  the  different  kinds  of  notes.  Continue  major  scale  drill  and  pitch  names. 
Review  all  kinds  of  notes  and  rests  learned  thus  far.  Explain  an  interval  and 
show  the  children  how  they  have  been  singing  intervals  in  all  their  songs. 
Sing  familiar  songs,  including  Auld  Lang  Syne. 

Fourth  Month 

First  Week — Review  the  rote  song  taught  the  second  month,  third  week,  plac- 
ing the  same  on  the  board.  Have  the  children  sing  the  words  and  then  the 
syllables  as  the  teacher  points  to  the  notes.  Mark  off  the  phrases,  counl  tin- 
measures,  count  the  different  kinds  of  notes.  Review  pitch  names,  different 
kinds  of  notes,  and  rests.  Drill  on  intervals,  as  follows:  explain  that  the 
major  scale  is  the  material  out  of  which  songs  are  made  but  that,  in  the  song, 
the  tones  are  used  in  many  different  arrangements,  while  in  the  scale  the  order 
is  always  the  same.  Drill  on  intervals  by  ear  only,  that  is,  call  for  do,  me,  sol, 
high  do,  sol,  me,  sol,  low  or  high  do,  etc.,  individually  and  collectively.  (This 
is  called  oral  interval  drill.)      Sing  familiar  songs  including  Annie  Laurie. 

Second  Week — Review  the  rote  song  taught  the  second  month,  fourth  week. 
Place  it  on  the  board  and  have  the  children  sing,  using  words  and  syllables  while 
the  teacher  points  to  the  notes.  Mark  off  phrases,  count  measures,  and  the 
different  kinds  of  notes.  Review  pitch  names,  and  the  different  kinds  of  notes. 
Continue  the  singing  of  the  scale  and  oral  interval  drill.  Sing  familiar  songs,  in- 
cluding the  round,  Row,  Row  Your  Boat,  or  a  Christmas  song. 

Third  Week— Teach  a  rote  song,  of  four,  six  or  eight  measures,  any  I  ey,  using 
words,  syllables,  and  "loo."  Continue  the  major  scale  drill  and  oral  interval 
drill  using  individually  and  collectively.  Teach  the  sharp,  flat  and  natural  signs, 
explaining  their  use.  Sing  familiar  songs,  especially  those  that  have  the 
Christmas  spirit,  including  Love's  Old  Sweet  Song. 

Fourth  Week — Review  the  rote  song  taught  last  week;  place  it  on  the  board 
and   have  the   children   sing  the  words   and   note  the   positions  of  the  notes  on 


124  STATE   MANUAL   AND  COURSE  OP  STUDY 

the  staff.  Sing  the  syllables,  count  phrases,  measures,  and  different  kinds  of 
notes.  Note  the  signature  for  the  first  time.  Review  pitch  names,  continue 
major  scale  drill  and  oral  interval  drill  individually  and  collectively.  Explain 
"key"  and  that  the  major  scale  may  start  anywhere  on  the  staff  but  when  it  does 
not  start  on  C  there  must  be  sharps  or  flats  in  the  signature  to  tell  where  it 
does  start.  Sing  familiar  songs,  especially  those  having  the  Christmas  spirit 
in  them. 

Fifth  Month 

First  Week — Since  this  is  the  first  week  after  vacation,  a  thorough  review 
is  necessary.  The  most  important  points  being  pitch  names,  note  and  rest  values, 
scale  and  oral  interval  drill.  Explain  that  the  major  scale  has  five  whole  and 
two  half  steps  and  that  the  half  steps  always  come  between  3-4  and  7-8.  Show 
this  by  placing  a  scale  ladder  on  the  board.  (Do  not  sing  from  it,  use  only  for 
a  visualization  of  the  distance  between  the  tones.)  Drill  from  the  staff  on  the 
major  scale,  also  place  little  studies  of  two  phrases  in  the  key  of  C  using  notes 
of  equal  value  with  easy  skips.  This  is  the  first  real  sight  singing.  Sing  familiar 
songs,   including  Dixie. 

Second  Week — 'Introduce  sight  singing  from  the  staff.  Place  on  the  board 
short  song  studies  of  two,  four  or  more  phrases  in  key  of  C  and  read  by 
syllables,  working  out  each  phrase  separately.  Note  the  correct  time  value  of 
notes  and  the  proper  pitch  of  tones,  later  teach  the  words  and  use  "loo"  for 
voice  drill.  Review  the  major  scale  and  interval  drill,  explain  time  and  try  to 
show  pupils  how  necessary  time  and  tune  are  in  every  song  and  study.  Explain 
the  time  signature,  giving  particular  attention  to  2-4  time.  Sing  familiar  songs, 
including  Blow,  Ye  Winds,  Heigh-Ho. 

Third  Week — Teach  the  key  of  G.  Show  how  it  happens  that  F  sharp  is  used 
as  the  key  signature,  place  the  scale  ladder  on  the  board  and  bring  out  the 
fact  that  there  must  be  a  half  step  between  3-4  and  7-8  when  "do"  starts  on 
G  as  well  as  when  it  starts  on  C.  Place  a  short  song  or  study  of  two,  four,  or 
more  phrases  on  the  board;  read  by  syllables  each  phrase,  collectively  and  in- 
dividually.    Sing  familiar  songs,  including  Drink  to  Me  Only  With  Thine  Eyes. 

Fourth  Week — Place  a  song  or  study  on  the  board  in  the  key  of  G  in  2-4  time. 
Read  by  syllables,  dividing  it  into  phrases.  (Note  number  of  phrases,  measures, 
etc. )  Continue  singing  the  major  scale  in  the  key  of  G,  and  place  short  studies 
with  different  intervals  in  the  same  key  on  board  and  drill.  Continue  drill 
on  time  signatures.  Explain  2/8  and  2/2.  Sing  familiar  songs,  including  My 
Old    Kentucky    Home. 

Sixth  Month 

First  Week — Teach  the  key  of  D.  Explain  why  the  two  sharps  are  used  as 
a  signature;  use  the  scale  ladder  for  demonstration.  Place  a  short  song  or 
study  of  four,  six  or  eight  phrases  on  the  board;  read  it  by  phrases,  using  the 
syllables.  Note  the  tone  lengths  as  represented  by  the  different  kinds  of  notes, 
accent  the  note  after  each  bar.  Continue  the  practice  of  the  major  scale  in  the 
key  of  D,  also  interval  drill  using  the  blackboard.  Continue  singing  familiar 
songs,  including  The  Minstrel  Boy. 

Second  Week — Place  a  song  or  study  on  the  board  in  the  key  of  D  in  2-4  or 
2-8  time.  Read  by  syllables,  a  phrase  at  a  time.  After  having  read  it  through 
for  the  tones,  have  the  children  sing  it  in  strict  time.  Practice  the  scale  and 
intervals  in  the  same  key,  review  pitch  names  formally  introduce  three  part 
measure  as  represented  by  3-4,  3-8,  and  3-2  time, — one  strong  and  two  weak 
pulses.  Show  the  different  kinds  of  notes  can  be  "beat"  notes.  Continue  singing 
familiar   songs,    including   Abide    With   Me. 

Third  Week — Teach  the  key  of  A.  Explain  why  three  sharps  are  used  as  a 
signature;  use  the  scale  ladder  for  demonstration,  or  any  other  device  that  the 
teacher  may  see  fit  to  use  which  will  help  to  illustrate  the  subject.  Place  a 
short  song  of  four  phrases  on  the  board  in  the  key  of  A;  read  by  syllables  a 
phrase  at  a  time.  Continue  the  drill  on  scale  and  intervals  in  the  key  of  A  and 
time  signatures.  Continue  familiar  songs,  including  Believe  Me,  If  All  Those 
Endearing  Young  Charms. 

Fourth  Week — Place  on  the  board  a  song  or  study  of  four  phrases  in  the  key 
of  A  3-4  time.  Read  by  syllables,  a  phrase  at  a  time,  the  first  two  times  for 
tones  only,  the  third  time  in  strict  time,  giving  notes  the  correct  lengths.  Prac- 
tice major  scale  and  interval  work  in  the  key  of  A,  placing  examples  on  the 
board    for   the   interval   drill.     Review   two   and   three   part   measure.     Teach   6-8 


APPENDIX  125 

time,   comparing    it    with    2-4    time,    using-   triplets.      Continue    familiar    songs,    in 
eluding  Ren  Bolt. 

Seventh  Month 

First  Week — Teach  the  key  of  E.  showing  reasons  for  using  lour  sharps  as 
a  signature.  Place  a  song  or  study  in  the  key  of  E  on  the  board;  read  by  syllables, 
a  phrase  at  a  time,  the  children  singing  individually  and  collectively.  Practice 
the  major  scale  and  intervals  in  this  key.  Continue  drill  on  6-8,  3  1.  and  2  I 
time.  Add  4-4  time  and  show  that  it  has  two  strong  counts.  Continue  familiar 
songs,  including  Santa  Lucia. 

Second  Week — Place  a  song  on  the  board  in  the  key  of  E  and  6-8  time.  Have 
the  pupils  look  at  it  and  try  to  think  how  it  sounds,  silently  reading  by  syllables. 
Then  sing  it  individually  and  collectively.  Practice  the  major  scale  in  this  kej 
as  well  as  the  intervals.  Review  the  keys  of  C  and  G.  having  the  children  write 
them,  using  quarter  notes.  Continue  familiar  songs,  including  Work  for  the  Night 
is  Coming. 

Third  Week — Teach  the  key  of  F.  Explain  why  one  flat  is  necessary  in  the 
signature.  Practice  singing  the  scale  and  intervals  in  key  of  F.  Place  on  the 
board  a  song  or  study  of  four  phrases  in  4-4  time.  Have  the  children  sing  by 
syllables  individually  and  collectively.  Practice  writing  the  scales  in  the  keys 
D  and  A,  using  half  notes.  Continue  singing  familiar  songs,  including  Sky  Boat 
Song. 

Fourth  Week — Place  a  song  or  study  on  the  hoard  in  the  key  of  F,  in  4-4 
time.  Read  by  syllables,  individualy  and  collectively.  Practice  singing  the  scale 
and  intervals  in  this  key.  Review  the  key  of  E,  having  the  children  write  the 
scale  in  eighth  notes.  Continue  singing  familiar  songs,  including  The  Old 
Oaken  Bucket. 

Eighth  Month 

First  Week — Teach  the  key  of  B  flat,  showing  why  two  flats  appear  upon  the 
signature.  Place  a  song  or  study  in  this  key  on  the  board,  reading  by  syllables; 
review  the  key  of  F  and  have  the  children  write  the  scale,  using  whole  notes. 
Continue   familiar  songs,    including  The  Battle  Cry  of  Freedom. 

Second  Week — Place  a  song  on  the  board  in  the  key  of  B  flat,  6-8  or  4-4  time. 
Read  by  syllables,  individually  and  collectively.  Practice  the  major  scale  and 
intervals  in  this  key.  Teach  the  function  of  a  tie  and  a  slur.  Demonstrate  on 
the  blackboard.     Continue  familiar  songs,  adding  The  Swing. 

Third  Week — Teach  the  key  of  E  flat,  showing  necessity  of  using  the  three 
flats  as  a  signature.  Place  a  song  or  study  on  the  board  in  this  key,  reading  bj 
syllables.  Practice  the  major  scale  and  intervals.  Review  time  signatures  and 
note  values,  explaining  the  effect  of  a  dot  after  any  note  or  rest.  Sing  familiar 
songs,  adding  The  Cradle   Hymn. 

Fourth  Week — Place  a  song  or  study  on  the  board  in  the  key  of  10  fiat,  I  I 
time.  After  the  pupils  have  had  a  few  minutes  to  think  it  out,  let  them  read 
it  by  syllables  in  time  and  tune.  Review  the  key  signatures,  sing  the  major 
scale  and  intervals  in  the  key  of  E  flat.  Explain  the  hold  or  pause  mark  and  stac 
cato  marks.     Sing  familiar  songs,  adding  a  new  song.  The   Shell. 

Ninth  Month 

First  Week— Teach   the  key   of  A  flat  and  explain    the  signatur four   flats. 

Drill  on  scale  and  intervals  in  this  key.     Place  a  song  or  studj    on   the  board   in 
the    key    of    A    flat,    6-8    time.      Read    by    syllables,    individually    and    collective^ 
Explain  the  abbreviated  signs:     p,  pp.   m,   mi',   l'.   ft',  cres.,  dim.,   rit.     Review    the 
scale   and    intervals    in    the   key   of   A    flat.      Sing    familiar    songs    including    Mine 
Bells  of  Scotland. 

Second  Week — Place   on  the  board   an    exercise  or  song  of  four    phrases   in    the 
key   of   A    flat.    4-4    time.      Read    by    syllables    individual^    and    collective^       Con 
tinue  the  practice  of  major  scale  and   intervals   in    this  key.      Review    the   keys  of 
B  flat  and  E  flat.     Continue  singing  of  familiar  songs. 

Third  Week— Review  staff,  clef,  pitch  names,  bars,  measures,  notes,  rests, 
tie  and  slur.  Have  the  children  write  the  same  on  paper  Also  have  them  in- 
vent a  little  tune  to  a  familial-  tour  line  poem  in  any  key  or  tune.  Sing  familiar 
songs. 

Fourth  Week — Review  the  nine  common  key  signatures.  Write  the  scales  in 
three  of  them,  also  review  the  time  signatures  and  anj  oiler  technical  points 
that  were  not  touched  upon  last  week.     Sing  familiar  songs. 


126  STATE   MANUAL   AND  COURSE  OF  STUDY 


HYGIENE  AND  PHYSIOLOGY 

PURPOSE 

The  sole  purpose  of  the  teaching  of  hygiene  and  physiology  in  the  grades  is  to 
secure  health  habits  in  the  children  themselves.  670,000  people  die  in  the 
United  States  every  year  whose  lives  might  have  been  saved  by  reasonable  pre- 
cautions which  have  already  been  pointed  out  by  medical   experts. 

ACQUISITION    OF    HEAI/TH    HABITS 

Childhood  is  the  time  to  learn  how  to  make  and  keep  the  human  machine 
most  efficient.  Schools  are  the  natural  agency  for  securing  health  habits  because 
children  believe  what  the  teacher  says.  But  the  emphasis  should  always  be 
placed  upon  practice  by  the  children,  rather  than  upon  knowledge  and  glibness 
in  reciting  the  facts  as  to  what  should  be  done.  Knowledge  without  practice  is 
entirely  useless. 

Instruction  in  these  habits  should  not,  in  the  lower  grades,  be  based  upon 
physiology;  but  upon  authority.  In  the  intermediate  grades,  when  it  becomes 
advisable  to  give  reasons,  they  should  be  social  and  not  physiological.  For 
example:  in  insisting  upon  mud  being  cleaned  from  shoes  before  entering  the 
schoolhouse  it  should  be  brought  out  that  it  is  not  fair  to  others  to  bring  mud 
which  will  become  dust  into  the  room  because  it  affects  the  lungs  of  others, 
especially  the  weaker  children  in  school.  No  explanation  of  the  exact  physio- 
logical effect  upon  the  pupil  himself  should  be  made,  where  the  social  motive 
can  be  urged.  Such  instruction  may  be  given  by  stories,  informal  talks,  or  direct 
statement  of  facts  with  the  reason  for  the  health  practices  required.  In  the 
seventh  grade,  physiology,  hygiene  and  first  aid  are  outlined  in  the  form  of  a 
regular  daily  course.  In  the  eighth  grade  these  may  be  reviewed  and  a  little 
additional  work  in  sanitation  especially  farm  sanitation  may  be  given  if  time 
permits.  The  Public  Health  Bulletins  issued  by  the  State  Board  of  Health  will 
furnish  the  best  basis  for  this. 

HYGIENE    OF    THE     SCHOOLROOM 

In  addition  to  giving  this  health  instruction  and  attempting  to  get  children 
to  adopt  health  practices,  it  is  the  duty  of  every  teacher  to  see  that  the  environ- 
ment of  the  schoolroom  is  fitted  in  every  respect  for  the  tender  tissues  of  the 
children.  The  teacher  must  see  that  the  floor  gets  scrubbed  once  a  month,  that 
the  ventilation  is  provided  (window  boards,  unless  patented  system  of  heating 
and  ventilation  is  provided),  that  the  lighting  is  sufficent  and  rightly  placed, 
etc.  The  Department  of  Public  Instruction  has  just  published  a  bulletin  on  school 
hygiene  with   full    instructions.      Follow   these    instructions   carefully. 

Health  instruction  and  sanitation  of  the  schoolroom  are  more  important  to 
young  children  than  the  three  Rs. 

FIRST    AID 

This  outline  in  first  aid  is  designed  to  secure  two  ends. 

1.  Use  by  the  teacher  herself  in  case  of  injury  to  pupils. 

2.  Instruction  of  pupils. 

To  accomplish  the  first  of  these  purposes  and  in  her  demonstrations  before 
her  pupils,  the  teacher  is  expected  to  use  the  simple  and  inexpensive  materials 
suggested  below  and  furnished  by  the  district.  In  the  practice  of  pupils  the 
bandages  may  be  made  by  the  teacher  and  pupils  from  material  furnished  by 
them.     An    old   bed   sheet   makes   excellent   bandages. 

Interest  in  first  aid  may  be  aroused  by  stories,  one  or  two  of  which  are  given 
in  the  outline.  However,  the  only  effective  method  for  the  pupil  to  acquire 
practical  knowledge  of  first  aid  is  through: 

(a)      Actual   demonstration   by  the  teacher  herself  of  first  aid   in  each  of  the 


APPENDIX  127 

accidents;  or  by  one  of  the  mature  students  after  practice  and  under  direction 
of  the  teacher. 

(b)  Subsequent  practice  by  all  the  pupils,  they  being  paired  oft  and  practic- 
ing upon  each  other.  Both  boys  and  girls  are  wonderfully  interested  in  such 
practice.  Let  the  older  pupils  later  apply  first  aid  under  the  supervision  of 
the  teacher  in  cases  of  minor  injuries  to  younger  children.  Such  practical  use 
will  vitalize  all    the   hygiene  work. 

The  following  material  should  be  purchased  by  every  district  and  kept  in  a 
place  beyond  the  reach  of  curious  children: 

One  small  bottle  of  hydrogen  peroxide  (disinfectant). 

Three  aseptic   roller  bandages — two-inch    (permanent  bandage). 

One   triangular   bandage    (sling   and   temporary   bandage). 

One  small  package  of  adhesive  tape   (for  fastening  bandages,  etc.). 

One  pair  of  scissors. 

One  tumbler  or  jelly  glass. 

One  porcelain-lined  bowl  or  basin    (eight  or  nine  inch). 

The  porcelain  bowl  is  to  serve: 

1.  As  a  container  for  all  other  first  aid  materials. 

2.  For  bathing  wounds,  etc. 

It  is  believed  that  the  small  child  will  become  interested  more  readily  if 
the  common  things  which  he  should  know  are  put  in  story  form.  The  two 
stories  which  follow  are  merely  suggestive.  The  essential  facts  regarding  other 
emergencies  follow.  In  teaching  the  older  pupils,  however,  the  important  factors 
are  the  demonstration  by  the  teacher  and  the  practice  by  the  pupils  as  stated 
above. 

BREAKING   THROUGH   THE  ICE 

Drowning 

It  was  Saturday  afternoon  and  the  boys  were  in  a  hurry. 

"Come,  John."  said  Teddy,  "and  bring  my  skates.  They  hang  there  in  the 
kitchen.  Harold  Brown  and  Mary  just  went  past  and  we  must  hurry  or  we 
won't  have  time  for  any  fun." 

In  a  moment  John  came  with  his  and  Teddy's  skates  hung  about  his  shoulders 
and  the  two  boys  started  for  the  pond  for  an  afternoon  of  sport.  There  had 
been  some  snow  early  in  the  winter  but  this  had  melted  and  afterwards  the 
ice  had  frozen  in  one  smooth  glaring  sheet. 

The  boys  were  not  long  in  reaching  the  pond  where  Mary  and  Harold  were 
already  skimming  over  the  smooth  surface,  and  in  a  moment  they  had  fastened 
on  their  skates   and   were  having  great  fun. 

There  was  only  one  place  where  the  young  people  needed  to  be  careful  and 
that  was  where  the  little  creek,  Bear  Creek  they  called  it,  flowed  into  the  pond. 
There  the  ice  was  thin  and  unsafe  and  all  had  been  cautioned  again  and  again 
not  to  skate  near  this  piece  of  thin  ice.  Jad  Taylor  and  his  sister  Nettie  i 
after  a  time  and  the  six  boys  and  girls  were  having  a  merry  time.  All  at 
once  there  was  a  loud  splash,  and  Teddy  Green's  head  was  seen  bobbing  oul 
of  the  water.  He  had  ventured  too  near  Bear  Creek  and  had  skated  on  the  thin 
ice.  The  girls  screamed — as  girls  are  apt  to  do — and  the  boys  could  not  think 
for  a  second  of  a  thing  that  would  help  poor  Ted;  but  Teddy  was  one  of  the 
favorites  and  they  had  to  do  something.  John  looked  around  tor  a  hoard  but 
there  was  none  in  sight.  However,  there  was  Mr.  Taylor's  rail  fence  The  hoys 
did  not  stop  to  wonder  whether  Mr.  Taylor  would  care  or  not,  but  John  quickly 
took  a  rail  and  going  as  near  the  hole  as  he  dared,  slid  it  carefully  out  on  the 
thin  ice  to  where  Ted  was  struggling  in  the  cold  water.  By  this  lime  Ted 
was  too  cold  to  grasp  the  rail,  so  John,  keeping  hold  of  .Tad  Taylor's  hand  behind, 
carefully  and  slowly  crawled  near  enough  to  grasp  Ted's  hand  and  draw  him  up 
on  the  rail. 

But  Ted  had  grown  too  weak  and  tired.  He  sank  jusl  as  John's  hand  reached 
out  to  grab  him  and  when  he  rose  to  the  surface  he  was  limp  ami  unconscious 
John  made  an  extra  effort  and  leaning  out  as  far  as  he  dared  caught  Ted's 
coat.  Then  with  the  unfortunate  Ted  in  one  hand  and  grasping  hold  of  the 
frightened  Jad  with  the  other  be  crawled  slowly  ami   carefully   hack   to   the  shore. 

Meanwhile  some  large  boys  had  come  running  to  the  scene  Thej  hastily 
carried  Ted   into  a  nearby  warm  house.     They   then   turned   him    face   downward 


128  STATE   MANUAL   AND  COURSE  OF  STUDY 

mi  Hip  floor  and  seizing  him  at.  the  waist  lifted  him  up  and  down  several  times 
to  expel  the  water  from  the  kings  and  stomach.  Then  he  was  turned  on  his 
hack.  One  folded  his  coal  and  put  it  under  Ted's  shoulders,  so  that  his  head 
was  lowered  and  then  standing  astride  of  Ted's  hips,  he  drew  Ted's  tongue  forward 
and  held  it.  by  grasping  its  slippery  surface  with  his  handkerchief.  Another 
standing  just  above  Ted's  head  took  hold  of  both  his  arms  and  raised  them 
above  his  head,  stretching  them  as  far  as  possible.  Then  he  drew  them  down 
again.  He  did  this  several  times,  but  still  Ted's  eyes  did  not  open.  He  tickled 
Ted's  nose.  Still  no  response.  Again  he  drew  the  arms  slowly  up  and  down. 
It  seemed  ages  to  John,  but  it  was  really  only  a  half-hour  that  he  had  been 
working  and  John  knew  that  sometimes  one  has  to  work  over  a  drowned  person 
for  an  hour  or  two  before  theie  is  any  sign  of  life.  Finally  Ted's  eyes  opened  and 
the  scared  boys  knew  that  he  would  live.  Mother  Jones  gave  him  a  big  bowl 
of  ginger  tea  to  make  him  sweat  and  put  him  to  bed  between  warm  blankets  so 
that  he  would  not  take  cold  and  the  next  morning  Ted  was  as  well  as  ever. 

Why  was  the  ice  thin  where  Bear  Creek  ran  into  the  pond? 

Did  you  ever  see  a  boy  break  through  the.  ice? 

What  did  you  do? 

What  would  you  do  now? 

Why  did  the  boys  have  to  be  careful  in  sliding  out  the  rail? 

Why  did  John  keep  hold  of  Jad  Taylor's  hand? 

What  would  you  have  done  if  there  had  been  no  rail  or  board? 

Explain  that  both  John  and  Jad  might  have  lain  flat  on  the  ice  and  Jad 
could  hava  kept  hold  of  John's  arm  or  coat  and  thus  a  human  board  might  have 
been  formed  which  would  have  had  the  same  effect,  but  which  would  have  been  a 
little  more  dangerous. 

Here  two  boys  previously  instructed  by  the  teacher,  and  after  practicing  in 
private,  should  go  through  all  the  motions  of  resuscitation,  acting  out  the  whole 
scene  before  the  school  as  realistically  and  dramatically  as  possible.  Get  the 
spirit  of  life  saving. 

DEMONSTRATION   AND  PRACTICE 

First — Immediately  loosen  the  clothing  about  the  neck  and  chest. 

Second — Lay  the  body,  with  the  head  hanging  down  and  with  its  weight  on 
the  stomach  across  any  convenient  object,  such  as  a  keg,  box,  boat,  timber  or 
your  knee.  Open  the  mouth  quickly,  drawing  the  tongue  forward  with  handker- 
chief or  cloth  to  let  the  water  escape.  Roll  the  body  gently  from  side  to  side 
and  then  back  on  the  stomach.  Do  this  several  times  to  force  the  water  from 
the  stomach  and  throat.     There  is  little  water  in  the  lungs. 

Third — Lay  the  body  on  the  back,  make  a  roll  of  a  coat  or  any  garment,  place 
it  under  the  shoulders  of  the  patient,  allowing  the  head  to  fall  back.  One 
operator  kneeling  astride  th°  hips  of  the  patient  should  grasp  the  tongue  with 
his  fingers  covered  by  a  handkerchief  to  prevent  slipping.  The  other  operator 
should  then  kneel  at  the  head  of  the  patient.  Grasp  the  arms  at  the  middle  of 
the  forearms  and  leaving  the  elbows  bent  fold  them  across  the  stomach,  and  raise 
them  over  the  head  to  a  perpendicular  position,  drawing  them  backward,  straight, 
and  hard,  then  forward  overhead  to  the  sides  again,  pressing  the  arms  on  the 
lower  part  of  the  ribs  and  side,  always  leaving  the  elbows  bent  so  as  to  produce 
a  bellows  movement  upon  the  lungs.  Do  this  twelve  or  fifteen  times  a  minute. 
If  convenient,  apply  smelling  salts,  camphor  or  ammonia  to  the  nostrils  to  ex- 
cite breathing.  Remove  the  clothing,  dry  the  body  and  rub  the  limbs  briskly 
upward. 

This  demonstration  should  be  followed  by  the  questions  below,  which  should 
be  asked  the  whole  school.  Later  the  boys  of  the  seventh  and  eighth  grades 
should   each   in  turn  go  through  these  motions. 

Why  was  the  clothing  loosened  about  the  neck  and  chest? 

Why  was  the  body  laid  across  the  knee  or  other  support  and  resting  on  the 
stomach? 

Why  was  i!   rolled  from  side  to  side? 

Why   was  the  tongue  grasped  with   the  handkerchief? 

Why  was  the  tongue  pulled  forward? 

What  does  the  sharp  pull  on  the  upper  arms  over  the  head  do  to  the  ribs? 

What  does  the  pressing  down  hard  upon  the  lower  ribs  with  the  forearms  of  the 
patient  do  to  these  lower  ribs? 


APPENDIX  129 

What  does  rubbing  upward  do? 

[The  face  clown  methed  of  artificial  respiration  is  more  effective  than  the 
above  method,  but  more  difficult.  For  full  instruction  in  this  method,  see 
bulletin  of  Michigan  Board  of  Health.] 

FROZEN"    AND    CHILLED    FINGERS 

Less  than  two  weeks  after  the  time  Ted  received  his  cold  plunge,  the  snow 
came  in  great  drifts  which  piled  high  above  the  fences  and  it  turned  "bitter  cold. 
One  night  shortly  after  this  John  and  Ted  started  home  from  school  in  what 
proved  to  be  a  terrible  blizzard.  The  two  boys  tried  to  find  the  road  home  but 
in  vain.  The  snow  seemed  to  be  in  great  hills  in  front  of  them.  They  had 
just  decided  that  they  were  lost  and  would  burrow  out  a  hole  in  the  snow  and 
wait  for  someone  to  find  them  when  they  saw  a  light  ahead  of  them.  There  were 
two  very  happy  boys  that  reached  Farmer  Jones'  house  a  few  minutes  later. 
Ted  started  for  the  stove  to  get  warm,  but  Aunt  Mary,  the  good  farmer's  wife, 
looked  at  bis  little  hands.  They  were  very  red,  almost  blue,  with  cold  and 
in  fact  were  quite  chilled. 

"You  poor  child,"  she  said,  "Don't  go  up  to  the  fire  just  yet,  or  you  may  be 
sorry." 

Aunt  Mary  rushed  out  of  the  door  and  in  a  minute  returned  with  a  pan  of 
snow.  Taking  a  great  handful  of  it,  she  rubbed  it  on  Ted's  ears.  Then  she 
placed  his  hands  in  the  pan  and  made  him  rub  them  until  they  ached.  At  first 
it  did  not  feel  very  good,  but  after  a  time  his  ears  and  hands  fairly  burned  with 
warmth. 

"Don't  put  anything  warm  on  chilled  hands  or  feet  or  frozen  ears.  Instead  rub 
snow  and  ice  on  them.  It  hurts,  but  it  is  good  for  them"  said  Aunt  Mary  as 
she  sent  the  boys  home  with  farmer  Jones. 

OPEN    WOUNDS     (CUTS,    ABRASIONS,    ETC.) 

1.  The  hands  of  the  teacher  should  be  washed  thoroughly  with  soap  and 
water  in  the  special  bowl  provided.  Put  a  little  peroxide  in  the  glass  and  add 
the  same  amount  of  water.  Tear  off  a  small  piece  of  the  aseptic  roller  bandage, 
dip  in  the  disinfectant,  and  wash  the  wound  in  all  directions  away  from  the 
injury.  If  the  part  is  particularly  dirty  also  wash  thoroughly  with  soap  and 
water  in  the  porcelain  lined  basin,  but  keep  all  dirt  and  dirty  water  out  of  the 
wound. 

2.  In  case  of  a  cut,  draw  the  parts  of  the  wound  apart  and  drip  or  pour  dis- 
infectant inside. 

3.  After  thoroughly  disinfecting,  cover  wound  with  roller  bandage.     Sometimes 
it   is   not  convenient   to   wind    the   part    with    the   roller   bandage.      In    such    cases 
several   inches  of  this  bandage  may  be  cut  off  and  folded  into  several  thicknesses. 
The   pad    should    then   be   fastened   in   place   over  the   wound    by    means   of   the  ad 
hesive  tape.     The  important  thing  in  any  bandaging  is  to  keep  out   the  dirt. 

In  class  practice  represent  cuts  by  ink  mark  (red  ink.  it  possible)  ami  make 
each  member  of  the  class  put  on  a  bandage  that    will  staj   and  is  sightly. 


In  all  cases  of  sprains  the  results  may  be  serious.  In  sprains  there  is  a 
twisting  and  tearing  of  the  ligaments,  in  consequence  of  which  there  is  a  rupture 
of  the  small  bloodvessels  and  internal  bleeding.  This  bleeding  is  manifested  bj 
swelling,  and  later  by  discoloration.  These  may  he  checked  and  relieved  by  the 
application  of  cold  or  heat  and  by  pressure. 

If  the  sprain  is  in  the  Wrist,  ankle  or  foot,  immerse  the  part  in  a  bucket  of 
very  hot  water,  and  add  more  still  hotter  water  from  time  in  time,  as  hot 
as  can  be  borne,  for  fifteen  or  twenty  minutes.  Keep  hot.  Alter  this  a  firm 
bandage  should  be  applied,  and   the  part  elevated. 

If  the   sprain   is   in   the    wrist.  appl.\    the   triangular   bandage   in   the   form   of  a 

sling,      if   the   wrist   sprain    is   at    all   severe,   a    pi of   shingle   or   other  splint 

should  be  wrapped  or  padded  and  bound  to  the  forearm  before  the  application  of 
the  sling. 

Instead   of   hot    water,    cold    applications    maj     he    used.       The    pari     iua\     he    put 


130  STATE  MANUAL  AND  COURSE  OF  STUDY 

under  a   running   tap  of   very   cold   water,   or   cloths   dipped   in   very   cold   water 
may  be  used. 

If  the  sprain  is  quite  serious,  call  a  doctor  after  applying  first  aid. 

BROKEN  BOXES 

Send  someone  for  the  doctor.  If  it  is  necessary  to  move  the  patient  to  any 
distance,  make  a  pad  over  a  splint,  i.  e.,  board,  stick,  or  umbrella.  Lay  the 
broken  limb  or  part  upon  the  cushioned  splint,  and  apply  bandages  or  handker- 
chiefs to  keep  the  parts  quiet  and  in  such  a  way  as  to  prevent  the  fragments 
of  bone  moving  upon  one  another. 

DISLOCATIONS 

The  part  below  the  dislocated  joint  will  not  dangle  as  in  a  break,  but  the 
joint  itself  will  l:e  very  stiff,  and  the  great  tension  of  nerves  and  muscles  will 
result  in  very  great  pain.  Do  not  touch  the  injured  part.  Call  a  doctor  at 
once.  Chloroform,  relaxing  the  muscles,  will  allow  the  expert  to  set  the  joint 
easily  as  well  as  painlessly. 

BRUISES     . 

Wring  a  cloth  from  very  cold  water.  Bathe  the  parts  to  check  the  internal 
bleeding  and  prevent  discoloration.  Later  the  application  of  a  piece  of  raw  beef 
will  be  beneficial. 

A    SLIGHT   BURN 

Put  the  burned  hand  or  finger  in  cool  water  to  soothe  the  smarting.  Apply  a 
little  common  baking  soda  and  afterwards  vaseline.  If  the  burn  be  severe  it 
would  be  better  to  put  the  hand  in  hot  water  to  draw  the  heat  out,  but  when 
only  slight  there  is  no  need. 

In  this  emergency,  the  demonstration  alone  is  sufficient  without  practice  by 
all  the  class.  Have  some  one  of  the  older  pupils  bring  the  baking  soda  and 
vaseline  and  give  the  demonstration. 

POISON    BY   POISON    IVY 

The  ivy  which  is  poisonous  is  that  which  has  three  leaves  and  is  not  the 
five-leaved.  This  is  found  clinging  to  fences  and  the  stumps  of  trees  in  the 
woods  during  the  spring  and  summer. 

Bathing  in  buttermilk  reduces  the  fever. 

Sweet  oil  applied  heals  and  soothes. 

A   mild   solution  of  sugar  of  lead  kills   the   poison   and  prevents  spreading. 

FAINTING 

There  is  no  particular  hurry  and  little  danger.  Lay  the  patient  out  flat 
with  the  head  lower  than  the  feet;  loosen  neck  bands,  corsets,  etc.  If  a  bench  is 
handy  elevate  one  end  upon  another  bench  or  box  and  place  the  patient  head  down 
upon  the  inclined  bench.  This  is  the  essential  treatment.  However,  the  limbs 
may  be  rubbed  toward  the  body.  The  face  should  be  lightly  sprinkled  with 
water.  Smelling  salts  may  be  applied,  if  handy,  but  are  not  necessary.  After 
recovery  the  patient  should  lie  down   for  some  time. 

NOSE   BLEED 

Yvret  a  piece  of  paper  in  cold  water  and  put  it  on  the  back  of  the  neck.  Give 
the  child  something  to  chew,  either  gum  or  a  piece  of  paper.  Another  simple 
way  is  to  put  a  piece  of  paper  under  the  upper  lip  and  then  have  the  child 
draw  the  lips  back,  firmly  pressing  against  the  teeth. 


First   try  slapping  the  back    vigorously.     If  that  is  not  effectual   lay  the  child 
on  the  floor  face  downward  and  continue  slapping  the  back,  being  sure  that  the 


APPENDIX  131 

head  is  a  little  lower  than  the  rest  of  the  body.  If  the  case  is  still  obstinate  take 
the  child  by  the  heels  and  hold  head  downward  and  let  some  one  pound  him  on  the 
back  until  the  cause  of  the  choking  is  removed. 

SEVERING   AN   AETERY 

When  an  artery  is  severed  it  can  be  told  by  the  color  of  the  blood  and  the 
fact  that  it  flows  in  spurts  corresponding  to  the  heart's  action.  The  essential  treat- 
ment is  to  stop  the  flow  of  blood  from  the  heart  to  the  wound.  This  may  be 
done  as  follows:  Have  the  patient  die  down.  Hold  the  arm  or  other  cut  limb 
up.  Take  a  handkerchief  and  tie  a  hard  knot  in  it.  Tie  the  handkerchief  loosely 
around  the  limb  between  the  cut  and  the  heart,  with  the  knot  pressing  on  the 
artery.  Put  a  stick  under  the  handkerchief  and  twist  tightly  until  there  is 
little  blood  flowing.  Call  the  doctor  to  tie  the  artery.  In  practice  the  exact 
location  of  the  artery  and  the  best  place  for  the  tourniquet  should  be  found  in 
some  physiology  textbook. 


HYGIENE 

EYESIGHT 

After  testing  each  pupil  in  the  school  privately  with  the  eye  chart  supplied 
by  the  Department  of  Public  Instruction  test  one  or  two  of  the  best  pupils  over 
again  in  full  view  of  the  entire  school. 

Also,  retest  one   or  two   of  those  having  the  lowest  acuity  of  vision. 

Then  draw  from  the  pupils  reasons  why  some  eyes  are  so  poor  and  why 
nearly  all  have  trouble  with  their  eyes  as  they  grow  older.  List  on  the  board 
these  reasons  as  fast  as  the  pupils  give  them,  and  discuss  each  one.  The  list 
should  contain  at  least  the  following  causes  of  these  differences  and  troubles: 

1  2 

Causes  Remedies 

Heredity.  No  remedy 

,     ,  Shades    in   school    well     up.      Lamp    at 

Poor  light,  especially  at  dusk.  dusk 

Facing  the  window  or  lamp.  Li§ht  over  shoulder  only.     Left  only,  if 

writing. 

Sun's  rays  directly  on  the  book.  Move    the    book    out    of     direct     rays. 

Change  seat,  if  necessary. 
Holding  book   too   close   to   eyes,  espe-      Hold   book  fa   hand  about  fiftepn   incheg 
cially   by   bending  too   far   over   the  from    eyeg    and     keep    back    str 

desk-  while   writing. 

Infecting   the   eye     through    towel     or      Avoid  wiping  where  others  have   wiped, 
dirty  fingers.  Keep  the  fingers  out  0f  the 

Reading  too  long  at  one  time.  Rest  the  eyes  freqw  atly. 

After  list  number  one  has  been  made  up  by  the  class,  the  teacher  should  then 
make,  with  the  aid  of  the  class,  a  list  to  the  right  of  list  number  om  (as  shown 
above),  stating  what  may  be  done  to  prevent  each  of  the  above  causes  ol  poor 
eyesight  from  operating. 

Some  may  be  nearsighted,-  that   is,  can   see  only  objects  which   are   very   uear, 
and   some   are    farsighted,   that   is,   they   have   difficulty   in    reading   with 
ache  or  headache.     Spectacles  should  be  worn  when  such  is  They  Bhould 

be  fitted  by  specialists  and  never  by  a  traveling  vender  ol 

A  particle  of  sand  or  other  foreimi  substance  between  the  eye  and  ii<l  causes 
great  pain.  It  seldom  does  any  good  to  rub  the  eye.  [nstead,  hold  the  lid  away 
from   the   eyeball    for   a   moment,   and    the  tears   will    usua  h    the   particle 

away.  If  not,  a  pencil  may  be  put  over  the  upper  lid  and  the  lid  turned  back 
over  the  pencil.  The  teacher  should  not  be  afraid  to  turn  Hi''  lid  wrong  Bide 
out.    Have  the  pupil  look  down;  grasp  the  eye  lashes  and  press  the  pen.il  against 


132  STATE  MANUAL  AND  COURSE  OF  STUDY 

the   middle  of  the  upper    lid   and   quickly  turn  the   lid  back.     The  particles  may 
then  be  wiped  out  by  means  of  a  soft  cloth  or  handkerchief. 

How  far  from  the  eyes  should  we  have  work  or  reading? 

What  has  been  said  about  having  a  good  light? 

How  should  the  light  be  placed  when  one  is  reading  by  lamplight? 

When  are  shades  needed  for  the  eyes? 

What  about  facing  a  window? 

What  about  looking  at  the  sun  and  bright  lights? 

What  should  be  done  when  the  eyes  are  tired? 

Where  should  the  light  be  placed  when  one  is  writing? 

What  is  meant  by  nearsightedness?     Farsightedness? 

Did  you  ever  get  sand  or  any  other  substance  in  your  eye? 

How  did  you  get  it  out? 

How  might  it  have  been  removed? 

BATHING 

One  of  the  surest  ways  in  which  to  keep  healthy  is  to  keep  the  skin  clean. 
To  do  this  a  bath  at  least  once  a  week  with  warm  water  and  soap  is  neces- 
sary, together  with  a  good  rubbing  with  a  towel  afterwards.  If  the  bath  is 
followed  by  a  dash  of  cold  water  the  weakening  effects  are  overcome  and  one 
grows  hardy  and  is  less  apt  to  take  cold. 

A  cold  bath  is  better  than  a  warm  one  if  a  child  can  stand  it. 

The  bath  should  be  taken  in  a  warm  room. 

A  cold  bath  should  be  taken  in  the  morning;    the  warm  one  at  night.     Why? 

Do  not  bathe  soon  after  eating.     Why? 

Rub  the  body  well  with  a  rough  towel  after  a  bath.     Why? 

Do  not  stand  or  sit  in  a  dratt  after  a  warm  bath  for  one  is  apt  to  take  cold. 

Washing  the  face,  with  soap  when  dirty,  rinsing  and  drying  with  a  soft 
towel  is  the  only  thing  to  do  to  the  skin  to  keep  a  good  complexion. 

A  healthy  body,  frequent  bathing  and  plenty  of  exercise  are  all  that  are 
needed  to  keep  the  covering  of  the  body  as  it  should  be. 

How  shall  we  keep  the  skin  healthy? 

How  often   should   one   take  a  bath? 

How  should  the   bath   be   taken? 

Which  is  better,  a  cold   bath  or  a  warm  one? 

How  should  the  room   be  for  the1  bath? 

When  should  a  warm  bath  be  taken?     A  cold  bath? 

What  is  said  about  a  bath  after  eating? 

How    may   one   take   cold   after   bathing? 

How  do  some  ladies  try  to  make  their  complexions  better? 

Why    is   this   not  a  good  plan? 

How  should  the  face  be  cared  for? 

THE     HAIR 

Brush  the  hair  each  day  to  keep  the  oil  distributed  and  to  remove  the  dirt. 
Frequent  washing  of  the  scalp  in  soft  water  is  ordinarily  all  that  is  needed  to 
keep    i  In     head   and   hair  in   good  condition. 

CARE    OF    THE    NAILS 

Teach  the  children  not  to  bite  the  nails.  It  makes  them  ragged  and  the 
ends  of  the  fingers  sore.  Hangnails  should  be  cul  off  close  to  the  flesh.  To 
avoid  them  gently  push  the  skin  hack  from  the  nail.  (Illustrate.)  Keep  the 
skin    pushed    back    from    the    nails,    the    nails    cut    and    cleaned. 

The  nails  of  the  toes  may  be  injured  by  wearing  tighl  shoes.  They  press  the 
toei    together  and   cause  ingrowing  nails. 

\HM    I'll     HYGIENE 

Theory 

Wbai   are  a   horse's   teeth  for? 

"A  horse  is  as  old  as  his  teeth."     Why? 


APPENDIX  133 

Why  is  it  still  more  important  that  man's  teeth  should  be  kepi  "young"  for 
as  long  as  possible? 

If  you  have  bad  teeth,  you  cannot  chew  your  food  properly  as  you  .mow  older. 
Your  breath  is  disagreeable  to  others.  The  putrid  matter  and  gases  from  the 
cavities  and  the  improperly  masticated  food  makes  digestion  poorer.  It  is 
digested  food  only  that  gives  a  person  his  energy  and  makes  him  able  to  play  and 
work  vigorously.     So  a  man  is  as  old  as  his  teeth. 

Teeth  decay  because: 

Food  lodges  between  the  teeth  and  decays  in  the  mouth.  How  removed?  Pick, 
brush. 

A   yellow   deposit  called   tartar  forms  on   the   teeth.     How   removed?      Brush. 

The  enamel  is  broken  by  cracking  nuts  with  the  teeth,  etc. 

How   may  the  teeth  be  kept  sound? 

Teach   the   use   of   the  tooth   brush,   illustrating   the   motions   with   a  real    brush 
This   should   be  rubbed   up   and   down,   as   well   as  across,   and    should   also   lie   ap- 
plied  upon   the  inner  as  well  as  the  outer  surfaces.     Brush  the  teeth   twice  a   day 
at  least,  using  a  paste  or  powder  one  of  these  times,  if  possible. 

If  teeth  are  already  decayed,  a  prompt  visit  to  the  dentist  saves  money  and 
suffering.  Rural  people  suffer  from  decayed  teeth  more  than  from  any  other 
physical  defect.  Why?  (Many  dentists  and  some  free  dental  clinics  lor  children 
in  cities  keep  the  teeth  of  city  children  in  much  better  condition.)  Rural 
children  should  visit  the  dentist  at  least  once  a  year;  city  children,  twice  a 
year. 

How  does  food  between  the  teeth  affect  them? 
What  is  tartar? 

Why  should  one  not   break  nuts  with  the  teeth? 
How  should  the  teeth  be  brushed?     How  often? 

Did  you  ever  hear  of  a  horse  dentist?  Why  do  some  men  take  their  horses  to 
the   dentist? 

Why  should  the  dentist  be  visited  at  least  once  a  year  by  every   person? 

Practice 

The  teacher  should  urge  each  child  to  get  a  brush  and  should  try  to  keep 
account  of  those  who  are  using  it  regularly.  Send  to  Colgate  &  Company,  who 
will  furnish  free  a  sample  tube  of  paste  for  each  pupil.  Furnish  one  of  these 
to  each  pupil  who  agrees  to  use  it.  Have  each  pupil  keep  a  written  account  of 
his  daily  use  of  the  tooth  brush,  and  at  the  end  of  each  week  gel  the  report  from 
each  child.  Take  this  record  as  a  part  of  the  hygiene  work  throughout  the 
year,  marking  on  practice  instead  of  power  to  recite  on  mouth  hygiene.  Those 
who  are  perfect   in  practice  for  a  term,  should  be  given  some  special   honor. 

BREATHING 

Everyone  breathes  all  the  time  but  we  become  so  accustomed  to  it  thai  it  is 
not  noticed.  Hold  one  hand  on  the  chest  and  the  other  near  the  oose.  When 
the  air  comes  out  of  the  nose  what  happens  to  the  chest?  What  happens  when 
the  air  goes  in?     What  happens  to  the  waist? 

What   is  meant  by  the  "chest  measure?"     Is  there  any   difference   between    this 
measure   when   the  chest   is  full   of  air  and    when   there   is   no  air   in    the   <■  h ■ 
Which  boy  or  girl  has  the  greatest  chest  expansion. 

Measure  the  chest  expansion  of  every  member  of  tin'  class,  preferablj  with  ;i 
tape.  A  piece  of  string  with  a  knot  in  it  may  he  used,  however,  and  the  portion 
of  the  string  beyond  the  knot,  which  shows  expansion,  may  be  measured  on 
the  ruler. 

Two  inches  is  a  fair  expansion  for  an  eighth  grade  hoy.  Make  a  separate  list. 
for   the   girls.     Why  is  the  expansion   for  girls  less? 

Reasons  For  A  Good  Chesf   Expansion 

All  the  great  athletes  have  line  chest  expan  ion      Also,  the  great   women 
The  boys  and  the  girls  who  have  the  greatest   chest  run  Earth*  r  and 

can   do   more  work   and   enjoy   play  better    than   the   mi''    with    les     expansion 


134  STATE  MANUAL  AND  COURSE  OP  STUDY 

A  person  breathes  to  take  into  the  body  that  part  of  pure  air  called  oxygen 
and  to  send  out  impure  air.  This  oxygen  keeps  the  blood  pure  and  helps  to 
build  up  the  body  and  to  keep  it  well  and  strong  and  to  furnish  heat  for  the 
body.     It  is  a  great  thing  to  be  well  and  strong. 

Why  is  the  healthy  boy  happier  than  the  sickly  one? 

Why  can  the  well  man  do  more  work  than  the  sick  one? 

Dr  Knopf,  the  great  tuberculosis  expert  of  New  York  City,  says:  "I  never 
knew  of  a  case  of  tuberculosis  in  a  pair  of  lungs  that  had  been  thoroughly  venti- 
lated at  least  once  a  day."     It  is  a  great  thing  to  be  free  from  disease. 

Ways   To   Get  A  Good  Chest  Expansion 

The  best  way  to  ventilate  the  lungs  and  to  secure  a  fine  chest  expansion  is 
to  play  vigorously  out  of  doors  every  day,  summer  and  winter.  Work  out  of 
doors  is  also  good.  Play  out  of  doors  as  much  as  you  can,  without  getting  the 
feet  wet  and  without  getting  chilled  while  sweaty.  It  will  make  you  healthier, 
and  you  will  be  worth  more  in  any  profession  later. 

Why  do  girls  need  to  be  out  of  doors  as  much  as  boys?  Are  boys  stronger 
than  girls?    Why? 

Dr.  Sargent  of  Harvard  University,  the  greatest  authority  on  strength  tests 
in  America,  says  that  the  average  girl  up  to  thirteen  years  of  age  can  outrun 
and  outjump  the  average  boy  of  the  same  age,  provided  she  has  been  out  of 
doors  as  much  as  he  has  and  has  played  just  the  same  games  that  he  has.  This 
is  not  true  of  boys  and  girls  older  than  thirteen. 

We  can  breathe  through  the  mouth  or  through  the  nose,  but  one  should  al- 
ways breathe  through  the  nose  because  the  hairs  there  catch  the  dust  and  do  not 
allow  it  to  pass  through  into  the  throat,  and  besides  this  warms  the  air.  The 
mouth  cannot  do  either  of  these  things.  Try  breathing  through  the  mouth  once 
or  twice  on  a  cold  morning.  Notice  how  cold  the  throat  becomes.  Try  breath- 
ing through  the  mouth  in  a  hot  room.     See  how  the  mouth  becomes  dry. 

Breathe  through  the  nose. 

Take  long  deep  breaths. 

Breathe  fresh  air. 

Sleep  with   your  window   open.     Don't  be  afraid  of  night  air  or  cold  air. 

Keep  the  mouth   closed  when   running  or  walking  fast. 

Notice  how  warm  it  is  in  a  crowded  room.  When  so  many  people  have  to 
breathe  the  same  air  it  becomes  very  impure  and  the  room  seems  close. 

How  is  fresh  air  kept  in  our  schoolroom? 

There  should  be  window  board  ventilators  unless  there  is  a  patented  system 
of  ventilation. 

Which  ones  of  the  large  boys  will  fit  one  window  apiece  so  as  to  give  us 
all  the  air  we  need? 

How  should  one  breathe? 

In  what  condition  should  the  mouth  be  when  one  is  walking  or  running? 

How  should  one  get  fresh  air  into  a  sleeping  room? 

Why  does  one  need  to  breathe? 

What  is  the  chest  measure? 

How  is  the  chest  measure  changed  when  the  breath  is  in  the  body? 

What  is  meant  by  chest  expansion? 

What  is  the  difference  between  breathing  through  the  nose  and  through  the 
mouth? 

Why  does  fresh  air  make  one  so  healthy  and  prevent  diseases  like  tuberculosis? 

SOME   THINGS    WHICH   HARM,   THE   BODY 

One  of  the  most  injurious  things  which  can  be  taken  into  the  body  is  alcohol. 
You  know  how  delicious  the  juice  of  grapes  is  when  it  is  just  pressed  from 
them.  But  when  these  juices  have  stood  for  a  short  time  in  the  sun  or  where 
it  is  warm  they  begin  to  "work,"  as  mother  says,  and  begin  to  be  harmful.  The 
change  is  caused  by  the  growth  of  a  tiny  plant  in  them  called  a  yeast  plant. 
This  yeast  plant  is  smaller  than  a  speck  of  dust  and  can  Le  seen  only  with  the 
aid  of  a  microscope.  These  little  plants  fill  the  air  and  are  on  the  skins  of 
fruit  as  well.  When  apples  or  grapes  are  crushed  the  yeast  plants  are  washed 
into  the  juice  and  if  the  weather  is  warm  they  begin  to  grow.  This  plant 
causes    alcohol    to    form    in    this    juice.      Of    course,    there    is    not    much    of   the 


APPENDIX  135 

alcohol,  but  it  is  much  better  to  eat  the  fruit  than  to  drink  the  juice  unless  you 
are  sure  that  it  is  fresh.  So  you  see  alcohol  has  been  formed  bj  decay  or  rot- 
ting. Do  you  wonder  that  alcohol  is  a  poison?  And  this  is  the  same  kind  o£ 
alcohol  which  makes  the  drunkard.  Only  the  drink  which  he  uses  is  nearer  pure 
alcohol  while  this  is  mixed  with  the  flavor  of  the  fruit. 

The   worst   thing    about    it    is    that    when    one   has   taken   one    glass    he    has    a 
desire  for  more.     You  know  how  a  man  who  is  drunk  acts.     He  has  been   m 
so  because  his  taste  for  alcohol  would  not  be  satisfied.     It  is  for  this  reason  if  for 
no  other  that  boys  and  girls  must  not  take  the  first  glass.     It  makes  them  want 
more. 

But  besides  this  it  is  harmful  in  other  ways.  What  boy  or  girl  does  not  want 
to  grow?  Alcohol  keeps  the  body  from  growing  and  the  mind  as  well.  It  would 
dull  our  minds  so  that  we  could  not  even  add  numbers  or  enjoy  play  so 
well  or  many  of  the  pleasant  things  that  there  are  in  life. 

Excessive  use  of  alcohol  affects  the  lining  of  the  stomach  so  that  food  (annul 
be  digested. 

Athletes  who  are  in  training  for  football,  basketball,  baseball  or  for  any  of 
the  great  foot  races  are  not  allowed  to  drink  alcohol  or  use  tobacco.  They  would 
injure  their  speed   and   strength. 

Beer  contains  alcohol  and  it  does  the  same  harm  as  the  stronger  drinks  except 
that  it  takes  more  of  it,  and  more  time  to  do  the  harm.  The  stronger  drinks 
which  have  alcohol  in  them  are  whiskey,  brandy,  and  rum.  Beware  of  cider  and 
homemade  wines  that  have   "worked"  or   fermented. 

Tobacco  is  also  very  harmful.  It  dulls  the  senses  and  one  who  uses  it  cannot 
hear,  see,  smell,  taste  or  touch  so  well.  It  is  made  from  the  leaf  of  the  tobacco 
plant  and  contains  a  deadly  poison  called  nicotine.  If  this  poison  were  swallowed 
it  would  cause  death.  In  smoking  little  of  this  poison  goes  into  the  system 
but  the  smoke  itself  is  very  harmful.  The  man  who  chews,  however,  swallows 
some  of  the  poison.  Nicotine  injected  into  a  cat  will  kill  her  in  spite  of  her 
"nine  lives." 

Why  does  a  boy  smoke  or  chew? 

Some  boys  like  to  smoke  or  chew  because  it  makes  them  feel  more  like  men. 
Few  city  boys  chew  tobacco.  It  is  considered  too  dirty  and  boorish.  Thou- 
sands, however,  smoke  cigarettes  or  cigars  or  pipes  and  feel  "manly"  in  so 
doing,  but: 

Why   do  most  men   who  smoke  wish   they  had   never  formed   the  habit? 

How  many  men  have  you  known  to  break  the  habit  when  once  formed? 

Are  boys,  or  men  either,  warranted  in  believing  that  they  can  form  the  habit 
and  then  break   it  when  they  choose? 

How  much  do  four  cigars  a  day  at  five  cents  each  cost? 

A  man  needs  his  money  in  his  business. 

Tobacco  dulls  the  wits.     A  man  needs  all  his   wits  to  get  to  the  top   in   life. 

Excessive  use  of  tobacco  affects  the  health  of  thousands  so  seriously  that  they 
are  commanded  by  their  doctors  to  "smoke  only  one  cigar  a  day."  Few  can 
stop  entirely.     All  would  be  very  much  better  if  they  had  never  begun. 

Mention  some  things  which  harm  the  body. 

Name   some  fruits  and   juices  which  will   ferment  if  left   in   a  warm   pi 
in  the  sun. 

What  causes  alcohol  to  form  in  juices? 

What  is  the  difference  between  lemonade  for  a  drink  and  beer? 

Why  should  one  avoid  the  first  glass? 

Name  the  stronger  drinks  which  contain  alcohol. 

What  is  the  difference  between  the  yeast  plant  which  causes  bread  to  rise 
and  that  which  forms  alcohol?  [It  might  be  well  for  the  teacher  to  explain 
that  there  is  no  difference  at  all,  but  that  in  the  case  of  bread  bubbles  form  and 
when  they  burst  the  alcohol  passes  off.  So  there  is  no  alcohol  bit  in  the  bread 
we  eat,  although  it  is  formed  by  the  same  plant.] 

How  does  alcohol  harm  the  body? 

How  does  tobacco  harm  the  body? 

Why  is  the  athlete  not  allowed  to  take  alcohol  or  tobacco? 

Why  do  railroad  companies  and  big  manufacturers  object  to  haying  employes 
who  drink? 

Why  do  insurance  companies  refuse  to  insure  bartenders  as  they  insure  other 
men? 


136  STATE  MANUAL,  AND  COURSE  OF  STUDY 

Have  you  ever  been  tempted  to  smoke? 

How  does  alcohol  act  upon  the  stomach? 

What  is  beer? 

Where  do  we  get  tobacco  from?     How  is  it  grown? 

What  is  nicotine? 

Can    men  always  stop   habits   which   they   have  formed? 

Should  we  be  careful  in  forming  habits? 

Name   some   habits   which   should   be   cultivated. 


PHYSIOLOGY 

SKELETON 

A  few  bones  should  be  secured.  Borrow  human  bones  from  a  doctor  if  possi- 
ble. Doctors  are  interested  in  having  children  taught  physiology  and  will  gladly 
loan  the  bones  and  in  addition  will  tell  you  many  things  which  will  make  the 
physiology  more  interesting  and  more  valuable  to  the  pupils.  If  human  bones 
cannot  be  secured,  get  a  long   bone  from   a  sheep's  or  calf's   leg. 

Someone  has  called  the  body  "the  house  we  live  in."  As  all  houses  have  a 
framework  so  has  this  body  and  the  bones  compose  it.  You  see  how  necessary 
the  bones  are.  They  are  of  many  shapes  and  sizes.  There  are  the  long  bones 
extending  down  the  arms  and  legs;  there  are  slender  bones  in  the  fingers  and  toes. 
These  can  be  felt  in  one  hand  by  the  fingers  of  the  other.  (Illustrate.)  Then 
there  are  flat  curved  plates  of  bone  in  the  head,  round  bones  at  the  wrist  and 
ankle,  and  rings  of  bone  forming  the  backbone.  They  are  of  different  shapes 
in  order  to  fit  into  different  parts  of  the  body  and  in  order  to  protect  the 
different  parts. 

A  bone  is  a  hollow  frame  which  makes  it  strong  and  light.  It  is  filled  with 
a  soft  fat  called  marrow.  (If  the  teacher  wishes  he  may  explain  this  as  a 
storehouse  and  tell  the  use  of  marrow.  He  may  compare  this  storehouse  with 
that  of  some  other  animals,  like  the  camel's  hump,  etc.) 

The  teacher  may  show  how  the  blood  feeds  the  bone.  Explain  that  most  of  it 
is  lime.     Show  the  membrane  that  covers  the  bone.     It  is  hard  and  tough. 

The  support  of  the  framework  of  the  body  is  called  the  spine.  This  is  the 
backbone.  It  runs  the  entire  length  of  the  back  and  consists  of  twenty-six  sepa- 
rate rings  of  bone  joined  together  but  with  little  pads  or  cushions  of  strong  tough 
flesh  or  gristle  to  keep  the  body  from  jars.  This  whole  support  is  called  the. 
spinal  column. 

At  the  top  of  the  spine  is  balanced  the  skull.  This  is  a  strong  box  made  of 
bone  and  contains  the  brain.  There  are  twenty-two  flat  plates  of  bone  joined 
together  by  rough  edges  which  exactly  fit  into  each  other. 

From  the  sides  of  the  backbone  or  spine  slender  bones  called  ribs  extend  around 
the  sides  of  the  body  and  are  joined  in  front  to  the  sides  of  a  flat  bone  called  the 
breastbone.  There  are  twelve  of  these  bones  on  each  side  which  form  a  box 
called  the   chest.       This  chest  contains  the  heart  and  lungs. 

The  backbone  rests  upon  the  hip  bones.  These  act  as  a  support  for  the  abdomen 
which  contains  the  stomach,  liver  and  intestines. 

Attached  to  the  collar  bone  in  front  and  to  the  shoulder  blades  in  the  back 
are  the  arms.  There  is  one  long  bone  in  the  arm  and  two  in  the  forearm. 
Then  there  are  the  hand  and  the  wrist,  the  former  with  its  many  small  slender 
bones. 

Attached  to  the  hip  bones  are  the  legs.  These  correspond  to  the  arms  which 
branch  from  the  top  of  the  body.  There  is  first  the  long  bone,  as  in  the  arm, 
and  this  is  the  strongest  bone  in  the  body;  then  there  are  two  smaller  shin  bones 
which  join  it  at  the  knees.  These  shin  bones  are  joined  at  the  instep  and  these 
in  turn  to  the  toes. 

Bones  are  fastened  together  at  the  joints  (if  possible,  illustrate  a  joint  ob- 
tained from  the  butcher),  and  are  bound  together  by  strong  bands  of  fibre  called 
ligaments. 

Although  (he  bones  are  so  strong  yet  in  young  people  they  are  not  so  very 
hard  and  may  become  bent.  For  instance,  if  one  constantly  sits  with  his  shoulder 
blades  bent  he  becomes  "round-shouldered "  If  he  constantly  bends  the  spine 
in  one  direction  he  may  have  "curvature  of  the  spine."     H   the  chest  bone  is  con- 


APPENDIX  137 

stantly  cramped   (illustrate)  one  may  become  very  flat  chested.    Tight  shoes  cause 
the  bones  to  take  cramped  positions  in  the  feet.     This  is  how  one  should  sit: 

Sit  as  far  back  in  the  seat  as  you  can. 

Never   slide  forward   in  your  chair  or  seat. 

Stand  with  head  up,  chin  in,  chest  forward,  hips  back. 

how  we  Mora 

The  lean  part  of  beef  is  muscle.  The  lean  meat  of  our  bodies  is  also  called 
muscle.  (The  teacher  should  bring  a  small  piece  of  lean  meat  to  school  and 
show  how  it  is  made  up  of  bundles  of  fibres  and  show  how  these  are  joined 
together.)  And  our  muscle  looks  very  much  like  that  of  a  piece  of  uncooked 
beef.  As  it  is  the  muscle  of  the  animal  which  enables  it  to  move  about,  so 
it  is  our  muscle  which  give  us  the  power  of  motion.  Bend  your  forearm  and 
feel  the  muscles  of  the  forearm  grow  larger.  It  is  this  power  to  lengthen  and 
shorten  which  makes  the  muscles  able  to  move  our  bones.  They  are  fastened 
to  the  bones  at  each  end  by  strong  flesh  called  tendons.  Bend  the  arm  and  feel 
the  tendons  in  it. 

What  a  muscle  shall  do  is  determined  by  the  brain.  Some  of  the  muscles  have 
to  be  told  what  to  do  every  time  they  move.  As,  when  we  want  to  pick  up 
a  stick  the  brain  must  send  a  message  to  the  hand  and  then  the  muscles  act. 
Other  muscles  act  without  our  thinking,  as  the  heart  and  the  stomach.  We 
cannot  cause  them  to  stop  working.  Muscles  controlled  by  the  will  are  called 
voluntary  muscles;  those  not  controlled  by  the  will,  like  the  heart  and  stomach, 
are  called  involuntary  muscles. 

The  muscles  enable  us  to  work  and  to  play  and  it  is  very  necessary  that  they 
be  kept  in  good  condition.  If  a  boy  wishes  to  be  strong  he  must  use  his  muscles 
every  day  and  must  make  them  do  work  that  is  a  little  harder  each  day  than  that 
which  they  did  the  day  before.  Running  makes  the  muscles  of  the  chest  and  limbs 
strong;  rowing  makes  the  arms  strong  and  also  develops  the  chest;  and  other 
exercises  develop  other  muscles.  It  is  wise  to  change  exercises  and  occupations 
from  time  to  time  so  that  all  of  the  muscles  may  be  equally  developed. 

When  the  tendons  which  fasten  the  muscles  to  the  bones  are  strained  or  slightly 
torn  this  is  called  a  sprain.  When  they  are  torn  away  from  the  bone  and  the 
joint  is  pulled  out  of  its  place  it  is  called  a  dislocation.  (For  treatment  see 
first  aid.) 


Do  you   ever  wonder  how   it  is  that   you   can  pick  un  a  pencil  and    write?     Or 
why  one  draws  his  finger  away  when  it  touches  the  hot  stove?     Or  why   we  pul 
one   foot   ahead  of  the   other  and   walk?     It   is  because  the  muscles  all   over    the 
body  are  constantly  receiving  messages  which  tell  them  what    to  do.     Th 
sages  are  all  sent  from  the  place  where  the  person  dors  his  thinking.     The   I 
skull    (see   skeleton    for   the   description)    is   where    this    ruler   of   the    body    lives. 
All    orders,    which    the    body    must   obey,   come    from    this    ruler,    the    brain.     Tin 
bones  help  to  give  us  motion,   but  no  bone  can   move   unless   pulled   bj    a 
and    no    muscle   can    move   except   by   the   nerves,    and     the     nerves    do 
unless  they  receive  the  order  from  the  brain.     This  makes  one    understand    why 
such  a  strong  box   is  needed  to  keep   the  brain   from   harm.     As  exercise    mi 
the   muscles  strong  so  the  use  of  Ihe  brain  makes  it  strong  and    makes   us   able 
to  do  more  and  better  thinking  than  we  have  been  doing. 

The  brain  sends  all  of  its  messages  by  the  nerves.    These  are  little,  Bne 
thread-like  strings  of  fibre  which  go  from  the  brain   to  every   pari    of   the   body, 
the  hands,  eyes,  ears,  feet,  etc. 

Have   a   child    stand   up  facing  the   class   with   both   arms   strefc  hori 

zontally.  Let  the  child  turn  his  face  away  from  one  hand  and  when  the  teacher 
unexpectedly  touches  that  hand,  let  the  child  move  the  fingers  of  tl 
hand.  Have  the  pupils  explain  how  the  message  traveled  from  the  touched 
surface  to  the  spinal  cord,  then  on  up  to  the  brain,  then  down  the  cud  to  the 
nerve  center  between  the  shoulders,  then  out  to  the  muscle  which  moved  the 
fingers.     Perform  other  experiments  of  like  nature,  getting  a  certain  upon 

voluntary  response  to  touching  the  pupil's   toe  with   the  foot,  etc.     Get  a  rel 
wink  of  the  eye  by  unexpectedly  sweeping  the  hand  before  the  face. 

The  nerves  are  of  no  use  if  they  do  not  reach  the  brain.     When  one  of  the86 

•18 


138  STATE  MANUAL  AND  COURSE  OF  STUDY 

is  cut  off  the  muscles  cannot  act.  For  instance,  if  the  nerve  which  controls  the 
arm  and  hand  is  cut  off,  the  arm  cannot  move.  If  one  touches  a  hot  stove  the 
nerves  send  word  to  the  brain  that  it  is  hot  and  the  brain  sends  word  back 
for  the  hand  to  be  removed.  There  are  two  sets  of  nerves,  those  which  carry 
messages  to  the  brain  and  those  which  bring  messages  from  the  brain  to  the 
muscles.  They  are  called  nerves  of  sense  and  nerves  of  motion.  Bring  a  chicken's 
neck  and  backbone  (cooked)  to  the  class.  Show  the  children  how  the  bones  are 
placed  and  how  bound  together:  also  the  hole  surrounded  by  these  round  bones. 
The  nerves  do  not  reach  the  brain  separately,  but  are  bound  together  in  one 
cord,  called  the  spinal  cord  and  this  reaches  the  brain  of  a  boy  or  girl  through 
an  opening  in  the  spine  very  much  like  that  in  a  chicken's  spine. 

When  the  nerves  become  diseased  they  do  not  always  act  as  they  should. 
Sometimes  a  boy's  eyes  twitch  or  his  hand  jerks.  He  has  lost  control  of  the 
nerves  which  govern  the  eye  or  the  arm.  The  brain  and  the  nerves  get  tired  and 
one  has  to  stop  to  give  them  rest.  This  is  best  done  when  one  is  asleep.  Chil- 
dren need  more  rest  than  grown  persons  and  so  ought  to  go  to  bed  early  in  order 
to  get  all  the  rest  that  is  needed. 

Every  success  depends  upon  the  brain  so  it-  should  have  good  care.  One  can- 
not remember,  one  cannot   do  old  things  well,  or  new  things  at  all,  without  it. 

Alcohol  and  tobacco  are  two  things  which  harm  the  brain  greatly.  The  man 
who  has  been  drinking  cannot  walk  straight,  he  cannot  talk  straight,  he  cannot 
think  clearly.  When  the  intoxication  wears  away  his  mind  is  clearer  again, 
but  it  is  doubtful  if  it  is  so  clear  as  it  was  before  he  took  the  drink,  for  some  of 
the  brain's  strength  has  been  taken  away.  Tobacco  deadens  the  senses.  If 
a  boy  smokes  he  will  soon  find  that  he  cannot  remember  so  well  as  he  did, 
he  cannot  get  his  lessons  so  well.  Cases  have  been  known  where  the  boy's 
memory  became  so  weakened  that  he  could  scarcely  remember  his  name.  Keep 
the  brain  clear  with  good  food,  good  water  to  drink,  play,  study  and  plenty  of 
sleep. 

BREATHING    AND    THE    LUNGS 
Note. — A  review  of  Breathing  will  be  helpful  here. 

One  breathes  constantly  for  the  purpose  of  taking  into  the  lungs  that  part 
of  pure  air  called  oxygen  and  to  send  out  from  the  lungs  impure  air.  Oxygen 
makes  the  blood  bright  red.  We  can  take  in  air  through  the  nose  or  throat,  but 
it  is  always  better  to  breathe  through  the  nose  to  keep  out  the  dirt  and  to  warm 
the  air.  The  air  goes  from  the  nose  into  the  throat  where  a  trap  door  made  of 
gristle  opens  into  the  windpipe.  When  the  gristle  door  is  opened  air  may 
enter  the  windpipe.  The  upper  end  of  this  windpipe  is  a  gristly  box  called 
"Adam's  apple"  (feel  it  in  your  throat).  Across  the  box  below  the  trap  door 
are  stretched  two  elastic  strips  called  vocal  cords.  The  breath  comes  from  the 
lungs  and  passes  between  these  cords  which  causes  them  to  move,  thus  producing 
the  voice.     Feel  the  windpipe  below  the  "Adam's  apple." 

The  windpipe  below  the  throat  divides  into  two  tubes  and  these  in  turn  into 
still  smaller  ones  called  bronchial  tubes.  These  are  divided  and  subdivided  until 
they  finally  end  in  a  number  of  little  air  cells  in  what  is  known  as  the  lungs. 
II  is  here  that  the  blood  is  made  pure  again.  The  walls  of  these  tiny  cells  are 
as  thin  as  tissue  paper.  There  are  tiny  blood  vessels  between  these  cells,  and 
it  is  into  the  blood  that  the  oxygen  passes  and  is  carried  all  over  the  body.  At 
the  same  time  what  has  been  in  the  lungs  is  given  off  and  the  "worn  out"  air  or 
impure  air  passes  into  the  air  cells  in  place  of  the  pure  air  and  is  carried  out  in 
the  breath. 

Exp.  Take  a  glass  jar,  a  candle  and  some  matches.  Light  the  candle,  put 
it  on  the  table  and  place  a  jar  over  it.  Slowly  the  flame  goes  out.  Why?  Slide 
the  jar  to  the  edge  of  the  table  and  take  the  candle  out.  Light  it  again  and 
slip  it  carefully  up  into  the  jar  again,  being  careful  not  to  change  any  of  the 
air  already  in  the  jar.  This  time  the  candle  goes  out  at  once.  Turn  the  jar  so 
that  it  may  again  be  filled  with  pure  air.  Once  again  the  candle  burns  with  a 
pure  flame  and  slowly  goes  out.  What  happens  to  the  air  in  each  case?  Show 
the  child  that  this  is  just  the  case  in  the  lungs. 

Taking  in  a  breath  is  called  inspiration. 

Teach  the   children  to  wear   loose  clothing  to  prevent  improper  breathing. 

One  needs  good  pure  air. 


APPENDIX  139 

Proper  exercise  strengthens  the  lungs. 
What  is  meant  by  a  narrow  chested  person? 

Breathe  through  the  nose.  If  a  child  has  trouble  doing  this  tie  a  long  handker- 
chief around  the  chin  so  that  the  mouth  will  be  kept  shut. 

THE    BT.OOD    AND    ITS    HYGIENE 

All  have  seen  blood.  It  is  red  and  looks  thin  like  water  but  when  it  is  examined 
we  see  that  it  is  thicker.  It  is  composed  of  three  parts,  the  watery  part,  the 
red  corpuscles,  and  the  white  particles  called  white  corpuscles.  The  watery  part 
is  the  food  which  has  soaked  through  the  intestines,  stomach,  etc.;  the  red 
corpuscles  carry  the  oxygen  through  the  blood  to  the  tissues  to  exchange  for 
impurities;  the  white  corpuscles  are  the  policemen  to  keep  away  a  great  deal 
of  harm.  For  instance,  if  a  sliver  gets  into  the  hand  it  is  these  white  corpuscles 
which  gather  around  it  and  cause  the  place  to  fester,  if  the  sliver  is  left,  and 
finally  pushes  it  out. 

When  the  finger  is  cut  the  blood  flows  very  fast  at  first,  but  finally  thickens 
and,  unless  the  cut  is  very  deep,  at  last  stops  the  flow.  If  we  use  hot  water 
the  blood  will  thicken  very  soon;  if  cold  water,  it  flows  longer.  If  an  artery 
is  cut  the  blood  runs  so  fast  that  the  person  would  soon  bleed  to  death  if  some 
mean's  were  not  taken  to  prevent  it. 

It  is  the  blood  which  gives  color  to  the  lips  and  cheeks,  strength  to  the  body, 
and  power  to  think  well  to  the  brain.  If  one  desires  pure  blood  he  must  eat 
good  food,  breathe  pure  air,   and  take  exercise. 

The  blood  is  carried  over  the  body  by  a  system  of  pipes. like  waterpipes  and  is 
brought  back  by  a  system  of  sewer  pipes.  The  heart  is  the  great  pump  which 
sends  the  blood  out.  Put  your  hand  on  your  left  side  and  you  will  feel  this 
pump.  Every  time  it  beats  it  is  sending  blood  into  pipes  which  carry  it  all 
over  the  body.  These  pipes  or  arteries,  divide  until  they  become  very  small. 
They  take  to  each  part  of  the  body  the  food  which  that  part  of  the  body  needs 
and  then  the  blood  filled  with  the  waste  matter  is  collected  into  another  system 
of  pipes  called  veins,  and  is  carried  back  to  the  heart.  This  course  of  the  blood 
is  called  circulation. 

Exercise  makes  the  heart  beat  faster.  It  therefore  makes  the  blood  flow  faster 
and  so  warms  one. 

Tight  collars,  waists,  garters  and  shoes  keep  the  blood  from  flowing  freely. 
Tie  a  string  around  the  finger  quite  tight.  Notice  the  effect.  The  same  effect 
in  larger  measure  is  caused  by  having  the  clothes  too  tight. 

The  stomach  needs  blood  for  digestion,  the  skin  needs  it  for  its  color,  the  brain 
needs  blood  that  it  may  think  well.  Every  part  of  the  body  needs  it  that  it 
may  keep  in  health.  The  boys  and  girls  should  be  very  careful  to  keep  it  pure  and 
to  keep  the  heart  in  good  working  order. 

Alcoholic  drinks  and  tobacco  may  make  the  heart  beat  too  fast  and  unevenly. 
It  has  too  much  work  to  do  and  so  works  very  fast  for  a  time  and  then  unevenly. 
It  is   dangerous   to  have  the   heart   in    this  condition  for  it  might  stop  beating 
entirely.     Alcohol   also  deadens  the   nerves  which  control   the  heart.     II    inju 
the  blood  vessels  and  also  the  red  corpuscles. 

Tobacco  makes  the  heart  beat  faster  but  the  strength  of  the  beat  is  lessened 
"Tobacco  heart"  is  caused  by  first  a  fast  beating  and  then  a  slow  beating  caused 
by  using  tobacco. 

Why  does  alcohol  make  one  red  in  the  face? 
Does  blushing  make  the  face  warm? 

FOOD  AND  EATING 

The  air  which  purifies  the  blood  comes  into  the  lungs  through  the  nose  and 
windpipe.  The  food  reaches  the  stomach  by  first  taking  it  into  the  mouth  and 
then  swallowing  it.  It  is  the  food  we  eat  which  keeps  the  body  built  up,  makes 
it  grow,  nourishes  the  muscles  and  keeps  the  body  warm.  But  the  food  one 
eats  is  not  much  like  the  flesh  it  makes.  It  must  undergo  several  changes  be- 
fore it  becomes  flesh.     These  changes  are  called  digestion. 

Now  there  are  some  kinds  of  food  which  make  tissues  or  flesh,  there  are 
others  which  contain  very  little  nourishment  hut  are  useful  foods,  and  some 
which  make  fat  and  heat.     Some   of  the  common   foods   which   make  flesh  are 


140  STATE    MANUAL   AND  COURSE  OF   STUDY 

whites  of  eggs.,  lean  meat,  beans,  peas,  cheese.  The  starches  and  sugars  give 
fat  and  heat,  like  cream,  butter,  honey,  sugar,  fat  meat,  lard,  corn,  pota- 
toes, rice.  Fruits  and  vegetables  are  good  for  food  but  do  not  contain  so  much 
that  is  nourishing. 

Water  and  salt  are  very  important  foods.  Much  of  the  water  we  obtain  comes 
to  us  through  other  foods,  but  we  need  a  great  deal  of  this  healthful  drink  by 
itself  and  not  mixed  with  our  foods  Good,  cool.  pure,  clear  water  is  the  best 
drink  for  anyone.  A  person  can  live  for  some  time  without  food  other  than 
water,  but  only  a  few  days  without  water.  Ice  water  does  not  quench  the 
thirst  like  that  which  is  simply  cool.  It  really  makes  one  more  thirsty.  Salt 
and  ether  minerals  needed  in  the  body  are  taken  into  the  stomach  in  fruits  and 
vegetables. 

When  it  is  very  cold  we  need  to  eat  more  fat  meats,  butter  and  starch  foods. 
In  summer  time  fruits  and  vegetables  and  foods  which  do  not  produce  heat  are 
better 


SUGGESTIVE  OUTLINES 
STOMACH    AND    DIGESTIOH 

Digestive  organs. 

Alimentary  canal,  esophagus,  etc. 
Preparation  of  food  in  the  mouth. 

Teeth — number,  use,  shapes,  etc.:  care  of  teeth;   review  of  hygiene. 

Saliva — its   use  and   mixture  with  food. 
Esophagus — description. 
Stomach. 

Description  of. 

Action  of  stomach  upon  foods. 

Fluids  of  stomach  and  action. 

Absorption. 
Small  intestines. 

Action  of  bile  and  pancreatic  juice. 

Description  of  the  liver,  including  its  secretions  and  functions. 

Absorption. 
Blood   and   digestion. 
Larger  intestines. 

THE    SKIN 

Covering  of  the  body. 

Dermis. 

Epidermis. 

Location  of  nerves  and  glands  in  the  skin. 

Description  of  sweat   glands   and  uses  of  same 
(Review  hjgiene  of  skinj 


Use  of  sense  of  sight. 
Eyeball — description. 

Farts  of  the  eye  and   description   of    < cornea,  pupil,   iris,  etc.) 
Optic  nerve  and  its  relation  to  sight. 
Hygiene. 


Outer  ear. 

Description   and   hygiene. 
Middle  ear. 

Ear  drum. 

Hammar,  anvil  and  stirrup. 


APPENDIX  hi 

Inner  ear. 

Description. 

Fluid  of. 

Auditory  nerve. 
How  we  hear. 

Hygiene. 

Till  I  H,     TASTE     AMi     SMELL 

Touch. 

Location  of  nerves  of. 

Uses  of  the  sense. 
Taste. 

Location  of  nerves  of. 

Uses  of  the  sense. 

How  things  taste    (sweet,   sour,  bitter,  etc.) 
Smell 

Organ  of  smell. 

Description  of  nose. 
Structure. 
Divisions. 

Hard  palate. 
Breathing. 

How  one  breathes. 

Location  of  sense  of  smell. 

Compare  this  sense  with  that  of  animals. 

Uses  of  the  sense  of  smell. 

CLOTHING 

Clothing  does  not  give  heat,  but  prevents  the  escape  of  bodily  heat.  Dry  woolen 
is  the  warmest  of  clothing,  silk  is  next.  In  cold  climates  woolen  may  be  used 
next  the  skin.  White  clothing  is  cooler  than  colored,  red  and  black  being  the 
warmest.  Linen  is  the  coolest  clothing  as  it  lets  the  heat  of  the  body  pass  through 
it  and  absorbs  the  moisture  readily.  Cotton  and  linen  make  the  best  clothing 
for  summer  wear.  Fur  is  the  best  protector  against  the  cold.  Esquimaux  and 
others  who  live  in  the  very  coldest  regions  wear  furs  to  keep  them  warm  be- 
cause none  of  the  heat  of  the  body  can  pass  away  through  the  fur. 

The  face  and  hands  need  little  or  no  clothing;  the  back,  chest  and  abdomen  need 
to  be  well  covered,  while  the  feet  need  more  covering  than  the  hands  hut  not 
so  much  as  the  chest.  A  person  should  wear  enough  clothing  to  keep  him 
comfortably  warm.  When  the  clothing  is  wet  it  should  be  changed  at  01 
Cold  feet  are  often  caused  because  the  stockings  are  saturated  with  perspira- 
tion. Drying  the  shoes  and  stockings  every  night  will  sometimes  help  this  \ 
thick  paper  sole  cut  and  put  in  the  shoe  in  the  morning  will  often  prevent  cold 
feet.  Bathing  the  feet  each  morning  in  cold  water  and  giving  them  a  brisk  rub 
will  often  keep  them  warm.  A  newspaper  wrapped  around  the  body  in 
the  ccat  is  as  good  as  an  overcoat  and  if  a  paper  is  spread  between  the  quilts 
of  a  bed  it  will  often  make  up  for  a  lack  of  covering  on  a  cold  ni 

When   one  has  become   heated  by  running  or   exercise  or  work   he  should    put 
on  extra  clothing  rather  than  remove  any.     A  sudden  cooling  of  tin-   body  ca 
one  to  take  cold. 

The  clothes  worn  in  the  day  time  should  all  be  removed  at  night,  and  should 
be  well  aired  while  one  is  asleep.     The  waste  matter  from  the  body  and  skin   I 
been   taken   up  by  the   clothing.     A   good    airing  will    remo  and 

make  the  clothing  fresher   for  the  next   morning. 


142  STATE   MANUAL  AND  COURSE  OF  STUDY 


DRAWING 

In  the  average  rural  school,  the  work  must  be  presented  to  all  pupils  at  the 
same  time;  in  some  schools  it  might  be  given  in  two  periods,  to  primary  and  to 
advanced  pupils.  The  work  in  color  combinations,  picture  study,  and  a  variety  of 
subjects  can  readily  be  given  to  the  school  as  a  whole.  In  representative  and 
constructive  work,  though  it  must  be  presented  to  all  grades  at  the  same  time, 
more  finished  work  may  be  required  of  older  pupils. 

The  aim  in  drawing  is  to  teach  the  pupils  to  see,  to  express  what  is  seen,  and 
to  assist  in  the  development  of  their  creative  powers.  Appreciation  and  good 
taste  should  be  the  ideal  throughout  the  work. 

Correlate  the  work  with  other  subjects  and  with  the  life  of  the  children. 
Pictorial  drawing  should  be  along  the  line  of  their  interest.  Have  the  work  as 
varied  as  possible. 

An  important  feature  is  the  cultivation  of  an  artistic  sense  leading  pupils  to 
appreciate  correct  color  combinations  in  dress,  arrangement  of  flowers  in  bou- 
quets, furnishings  of  home,  etc. 

Continue  the  picture  study  throughout  the  year.  Do  not  make  the  study  of  a 
picture  and  the  life  of  the  artist  a  mere  statement  of  facts.  Make  pupils  enjoy 
pictures.     Study  for  beauty. 

Careful  and  artistic  mounting  of  some  of  the  drawings  will  aid  greatly. 

Teachers  will  find  it  helpful  to  have  a  collection  of  artistic  designs  in  wall 
paper,  linoleum,  textile  designs,  and  book  covers,  and  copies  of  good  pictures. 

Manual  training  and  drawing  in  the  early  grades  are  so  closely  related  that 
where  time  is  limited  their  separation  into  two  courses  of  instruction  would  be 
working  at  a  disadvantage. 

Constructive  work  should  be  of  immediate  practical  value.  Correlate  it  with 
arithmetic. 

Drawings  should  be  in  harmony  with  the  season,  the  special  thought  of  the 
month,  the  locality,  the  work  in  other  subjects. 

Try  for  simple  effects.  In  work  with  young  children,  keep  to  silhouette,  or 
flat  effects,  and  make  no  attempt  at  perspective.  Do  not  attempt  too  much,  but 
have  all  work  carefully  done. 

The  following  outline  will  suggest  work  for  the  various  months.  The  previous 
work  of  the  pupils  in  drawing  and  the  preparation  of  the  teacher,  must  be  factors 
in  determining  the  kind  of  work  and  how  advanced  work  shall  be  given.  We 
would  suggest  that  teachers  who  have  had  no  preparation  for  teaching  the  work 
procure  some  standard  series  of  drawing  books  as  a  help  in  presenting  the  work. 

SEPTEMBER 

Color  Work. — Study  of  color  chart  and  colors  of  spectrum.  Notice  color  of 
trees  and  flowers.  With  crayons  and  water  colors,  represent  colors  found  in 
nature, — trees,  flowers,  grasses,  weeds,  sky. 

Make  flat  washes  as  follows:  Cover  the  paper  with  a  water  wash  by  filling  the 
brush  with  water  and  brushing  with  light,  quick  strokes.  Rub  the  brush  across 
the  color  cake  which  has  been  previously  moistened,  and  then  brush  the  color 
over  the  moistened  surface  of  the  paper.  Graded  washes  may  be  made  by  having 
more  water  in  the  brush  or  taking  up  less  color.  Mix  the  colors  for  secondary 
colors.  Study  shape  of  trees  and  represent  with  pencil,  paint,  or  ink.  In  using 
pencil,  work  for  lines  as  in  illustrations. 

Paper  Cutting. — Represent  nature  forms  and  illustrate  stories. 

Begin  work  in  measurements,  also  freehand  practice  of  straight  and  curved 
lines. 

Each  child  make  an  envelope  of  heavy  paper  to  hold  drawings. 


APPENDIX 


I  13 


Courtesy   of  Atkinson,   Mentzer  .Sc   Gro 


144 


STATE   MANUAL   AND  COURSE  OP   STUDY 


Represent  seed  pods,  seed  branches,  leaves,  vegetables,  fruit. 

Design. — Select  leal*  form  or  other  form  and  make  a  unit  for  all-over  or  border 
design.     (Jive  special  attention  to  spacing,  and  orderly  arrangement  in  design. 


Courtesy    of  Atkinson,   Mentzer  &   Grovcr    Co. 


4  - 


-' 


■■ .  /p'v   v 


y 


ill  J 


Courtesy    of   Atkinson,   Mentzer  &   Grovcr    Co. 


APPENDIX 


145 


E  ^  "  F 

7 
CjeotrLetric 
Problems 


Courtesy    of   Atkinson.    Mentzer   &    Grover    Co, 


146 


STATE   MANUAL   AND  COURSE  OP  STUDY 


Make  a  simple  landscape  in  color,  first  making  the  blue  wash  for  sky,  grading 
to  a  lighter  shade  as  in  nature.  Represent  trees  as  a  mass  of  green  or  color  of 
autumn  tints.     Paint  trees  before  the  sky  is  dry.     Keep  the  landscape  simple. 

Have  young  children  paint  autumn  leaves  either  with  or  without  tracing  the 
outline,  and  cut  out  Hallowe'en  pumpkin  and  color.  Older  pupils  may  do 
constructive  work  correlating  with  arithmetic. 

NOVEMBER 

Much  of  the  work  can  be  correlated  with  the  thought  of  Thanksgiving  and 
stories  of  the  Pilgrims  and  Indian  life.  In  grades  in  which  any  written  com- 
position work  is  done,  make  designs  for  book  covers,  always  studying  appropriate- 
ness of  design.  Make  the  design  suggestive  of  contents.  This  will  involve 
laying  out  of  marginal   line,  ornaments,   lettering,  etc. 

Make  alphabet  of  straight  line  capital  letters. 

Paper  cutting. — Pumpkins,  turkeys,  wigwams,  Mayflower,  etc. 

Pencil  work. — Figures   involving  but  two   dimensions. 


"":**  nSaiW'*' 


Courtesy   of  Atkinson,   Mentzer  &   Grover    Co. 


DECEMBER 


In  most  schools  but  little  can  be  done  except  the  work  in  connection  with 
Christmas,  and  construction  work  for  gifts.  Pupils  of  all  grades  can  make,  often 
plan,  some  piece  of  handwork.  The  problems  in  measurement  will  be  of  benefit. 
Holly,  cones,  pine,  etc.,  will   furnish   appropriate  unit  for  designs. 

One  tree  is  tall  and  one  is  wide, 
And  one's  loved  best  at  Christmas-tide; 
I  pray  thee  tell  which  one  may  be 
The  apple — poplar — Christmas-tree. 

Now  pencil  take  and  show  which  tree 
Should  in  a  spreading  orchard  be. 
Where  pink  and  white  the  blossoms  blow, 
The  petals  fall,  the  apples  grow. 


APPENDIX 


147 


Courtesy    of  Atkinson,   Mentzer  &   Gr<n 


148 


STATE   MANUAL  AND  COURSE  OF  STUDY 


Then   make  one  high, — point  to  the  sky. 
Another  and  another  try 
Until  you  may  have  six  or  so 
All  standing  in  a  "Poplar  row." 

With  Christmas  candles  all  aflame 
And  here  a  toy  and  there  a  game 
Brought  from  its  field  of  softest  snow 
The  fir  tree  decked  for  Christmas  show. 

Picture  study. — Make  much  of  this  work.  Lead  the  children  to  know  and 
enjov  the  Madonnas  and  masterpieces  connected  with  the  life  of  the  Christ 
Child. 

Illuminate  the  initial  letter  of  mottoes. 


Courtesy    of  Atkinson,   Mentzer   &   Grovcr    Co. 


The  holiday  toys  will  in  many  cases  be  interesting  material  for  representation. 
Connect  these  with  the  various  type  forms,  as  cube,  cylinder,  etc. 

Make  these  drawing  models  of  paper.  Name  many  objects  based  on  these 
forms.  Follow  this  by  representing  their  appearance  in  different  positions.  Only 
older  pupils  should   represent  perspective. 

Models. — Winter  vegetables,  Japanese  lanterns,  dinner-boxes,  pails,  cups,  flower- 
pots, jugs. 

Pose  drawing. — Keep  the  work  free  from  details,  making  the  first  work  only  a 
study  of  proportion.     Figures  in  action  may  be  represented  with  straight  lines. 

Handwork. — Calendar. 


FEBRUARY 


Give  work    appropriate  to   birthday   anniversaries   and   St.   Valentine's   day. 
Continue  the  work  in  representation  of  forms  suggested  for  previous  months. 


APPENDIX 


149 


Begin  to  group  objects,  and  study  the  effect  of  light  and  shade,  and  shadows. 
See  illustrations. 

Draw  a  flag  and  color. 

Handwork. — Fold  soldier's  cap.  Cut  five  pointed  star.  Make  valentines  and 
envelopes. 

MARCH 

Study  designs  for  wall  paper,  oil  cloth,  carpets,  dress  goods.  The  teacher  should 
be  well  prepared  for  criticisms  before  she  gives  the  work  to  the  class. 

Take  a  leaf  and  cut  a  simplified  representation  of  it.  Arrange  in  border  and 
wall  paper  pattern.  Keep  very  simple.  In  color  or  in  ink  make  an  all-over 
design.  Make  stencil  patterns  from  the  unit.  Study  the  buds  on  the  trees. 
Sketch  twigs  with  buds.     Continue  the  studies  of  still  life  groups. 

Represent  a  landscape  with  trees  having  no  leaves. 

APRIL 

Draw  twigs,  buds,  flowers,  pussy-willows,  dandelions. 

Make  Easter  card  or  booklet.  The  outline  of  the  design  may  be  traced  for 
young  pupils  to  color. 

Print  mottoes. 

Study  the  appearance  of  handles  and  spouts  on  dishes  in  different  positions. 
See  illustration. 


«£ 


Courtesy   of  Atkinson,   Mentzer  &   Grover   Co, 


MAY 

Spring  landscapes  may  be  studied  and  painted.  Select  simple  studies.  Painl 
fruit  tree  in   blossom. 

Nature  is  lavish  in  her  supply  of  subjects  for  arl  lesson  Select  the  larger 
flowers. 

Cut  and  fold  May  baskets. 

JUNE 

Continue  the  painting  of  flowers  and  vegetables. 

Review  as  much  as  possible  all  lines  of  work,  especially  such  work  as  most 
needs  extra  practice. 


150 


STATE  MANUAL  AND  COURSE  OF  STUDY 


APPENDIX  15! 


VISUALIZATION 

Visualization  is  mental  vision.  It  is  the  power  of  combining  at  a  glance  the 
parts  of  anything  so  that  the  whole  is  apperceived  in  its  relations.  Visualization 
in  arithmetical  processes  means  the  ability  to  see  the  whole  combination  at  a 
glance, — to  see  75  and  to  see  instantly  144.  Just  as  one  sees  the  word  "Eskimo" 
46 
23 
when  it  is  written  on  the  board,  and  not  the  different  letters  that  form  the  word, 
or  as  we  see  the  whole  cat  in  a  picture  of  that  animal  and  not  the  lines  that 
make  it.  It  is  the  power  of  "thinking  with  the  eyes"— of  seeing  numbers  in  their 
relation,   of  combining  them   automatically  and   instantaneously. 

Ability  to  visualize  whole  problems  at  a  glance  is  gained  in  a  short  time,  and 
the  fundamentals  are  mastered  in  this  way  with  but  very  little  trouble. 

The  work  in  visualizing  in  arithmetic  includes  addition,  subtraction,  multiplica- 
tion and  division,  and  denominate  numbers  and  percentage.  The  visualizing  re- 
sults ave  discovered  at  sight,  sums  of  long  problems  stated  instantly,  as  well  as 
differences,  products  and  quotients,  so  that  when  the  pupil  enters  the  seventh 
grade  he  is  master  of  reasoning  processes  as  well  as  the  automatic  manipula- 
tion of  numbers. 

To  genius,  the  power  to  visualize  is  native,  but  it  can  be  acquired  to  a  certain 
extent  by  any  one,  and  in  arithmetical  processes  in  a  very  short  time.  The 
power  to  picture  clearly  and  distinctly  is  important  to  any  kind  of  creative  work, 
and  is  a  part  of  the  native  gift  of  the  poet,  inventor,  artist,  electrician. 

It  can  be  developed  by  drill  and  by  appeal  to  the  spontaneous  activities  of  the 
child.  Through  the  eye,  ear,  touch,  taste,  smell,  the  child  gains  clear  concepts 
of  objects,  and  the  ability  to  form  mind  pictures  clearly  depends  on  the  vividness 
of  these  concepts,  hence  it  is  important  that  as  many  senses  as  possible  be  brought 
into   intense  activity. 

Beyond  the  mere  rapid  and  accurate  handling  of  figures  and  processes,  there  are 
still  more  important  results  to  he  obtained  in  arithmetic  teaching.  Not  many 
pupils  will  become  accountants  or  require  more  than  a  fundamental  knowledge 
of  the  subject  but  to  every  pupil  alike,  the  system  of  arithmetic  teaching  through 
visualization  is  of  great  value.  Through  the  use  of  objects  every  principle  in 
arithmetic  is  taught.  Through  the  visualization  of  numbers  results  are  reached 
and  every  problem  is  a  direct  appeal  to  the  imagination,  which  will  eventually 
lead  to  abstract  thought. 

This  power  to  visualize  is  of  much  value  to  the  engineer,  or  architect — to  be 
able  to  see  his  project  in  detail  before  it  is  drawn  on  paper.  The  designer  of 
no  matter  what,  must  be  able  to  see  his  production  mentally  before  he  can  produce 
it  on  paper.  The  power  of  picturing  problems,  of  keeping  several  conditions 
visualized  at  the  same  moment,  gives  to  the  pupil  a  power  over  bis  own  memory, 
imagination  and  thought  that  is  of  more  value  to  him  than  the  arithmetic  know! 
edge  itself,  and  must  eventually  serve  him  in  a  world  whose  increasing  demand 
is  for  sureness,  swiftness,  alertness,  and  power  of  rapid,  clear,  unerring  thought. 


152  STATE  MANUAL  AND  COURSE  OF  STUDY 


SENSE-TRAINING 

All  intellectual  development  has  its  origin  in  sight,  sound,  touch,  taste,  smell. 
Every  new  idea  gained  by  the  mind  has  its  physiologic  basis  in  sensation. 
Therefore,  the  acquisition  of  knowledge  cannot  be  considered  apart  from  sense 
media.  It  is  the  business  of  school  life  to  develop  knowledge  through  the  trained 
activities  of  the  child.  He  must  acquire  the  fundamentals  of  whatever  subject 
he  studies,  through  his  own  concrete  experiences.  Thus,  as  his  mind  develops 
and  expands,  will  he  acquire  co-ordination  of  muscles,  and  gain  in  ease,  grace, 
facility,  poise,  and  harmonious  action. 

The  exercises  are  not  an  end.  They  are  a  means  to  an  end.  The  knowledge 
of  the  material  world  derived  through  the  senses  is  limited  to  the  measure  of 
their  acuteness. 

Textbooks  in  the  hands  of  young  children  inhibit  the  powers  of  observation. 
In  connection  with  the  development  of  the  senses  teachers  have  opportunity  to 
note  peculiarities  and  defective  senses  of  pupils,  and  they  are  enabled  to  deal  with 
such  pupils  with  this  in  consideration. 

Modern  psychologists  agree  that  it  is  impossible  to  form  generalized  habits  of 
memory,  reason,  or  other  intellectual  faculty.  Man  is  endowed,  not  with  memory, 
but  with  memories;  not  with  reason,  but  with  reasons;  and  each  capacity  is 
independent  of  the  other.  Keeping  this  truth  in  mind,  harmonious  sense-develop- 
ment must  be  strictly  in  line  with  the  subject  studied  and  must  have  a  definite 
educational  aim. 

A  generalized  habit  of  observation  would  be  neither  possible  nor  desirable.  A 
doctor  on  a  sick  call  would  be  hampered  by  the  habit  of  observing  everything  on 
the  way  and  his  usefulness  hindered  by  his  habit  of  noting  every  detail  of  sight 
or  sound  about  him.  It  is  possible,  however,  to  have  children  observe  closely  and 
definitely  along  the  lines  of  each  particular  study  they  pursue,  having  in  mind 
a  definite  educational  end  of  such  observation  with  selection  of  important  details 
and  elimination  of  irrelevant  matter.  In  this  way  an  ideal  of  observation  is 
created,  so  that  the  power  will  appear  or  be  easily  developed,  when  it  is  nec- 
essary. In  sense-training,  therefore,  the  teacher  should  "do  nothing  without 
a  definite  aim.'" 

The  child  must  acquire  abstract  principles  through  his  own  experiences.  Do 
not  tell  him  that  five  and  five  are  ten,  but  let  him  count  the  quantities  and  dis- 
cover the  relation  for  himself.  Do  not  tell  him  the  location  of  a  city  depends 
on  physiography,  climate,  natural  and  commercial  resources,  but  teach  the  sub- 
ject so  that  he  will  discover  the  underlying  principles  himself.  Do  not  tell  him 
that  the  sound  of  the  locomotive  whistle  is  shrill,  but  let  him  listen  and  select 
the  word  that  best  describes  the  sound. 

The  following  exercises  are  merely  suggestive  of  many  others  they  may  be 
used   that   will   grow    out   of   the   teacher's   daily   work. 

First  year. 

Use  as  many  objects  as  passible.  Have  them  varied  in  form,  color  and  size. 
Use  varieties  of  blocks,  as  cube,  square  and  cylinder.  Let  the  children  acquire 
terms  as  they  need  them  of  all  the  forms  used,  as  well  as  such  descriptive  words 
as  circular,  oval,  round,  square,  solid,  prism,  ratio  and  relation.  Use  colors  in 
cards,  sticks  and  Mocks  and  let  them  learn  the  names  of  each  incidentally,  as 
they  use  them.  Use  artificial  coins  of  paper  and  let.  them  learn  to  make  change. 
With  the  pap<  i'  clock-lace,  have  them  learn  to  tell  time.  Have  them  learn  to 
weigh,  measure  and  count  in  connection  with  I  heir  work  as  it  advances.  Let 
them  us:'  (he  fool  rule  and  ll.e  yard-stick  freely.  Let  them  cut  from  paper  the 
forms  studied.  Lei  them  work  out  all  problems  at  first  with  objects  and  dis- 
cover  the  results  concretely.  Make  an  arithmetic  lesson  in  this  grade  largely  an 
exercise  in  sense-training  as  well  as  language.  Mold  up  a  cylinder.  Let  the 
children  observe  it  and  give  the  name.  Let  them  discover  cylindrical  blocks 
on  the  table.  Fold  a  cylinder  from  paper,  write  the  word.  Find  cylindrical 
objects  in  the  room.  Name  many  cylindrical  forms,  as  pencil,  chalk,  stovepipe, 
hat  crown,  top  of  ink  bottle. 


APPENDIX  153 

In  the  same  way  teach  square,  cube,  prism,  round,  circular,  ball,  globe,  sphere. 
Let  children  select  the  different  forms-  from  the  table,  compare  and   name. 

I.  Compare  two  cylinders  whose  ratios  are  1  and  2.  Have  them  observe  and 
express  the  ratio  in  as  many  ways  as  possible,  as 

A  is   Y-2  as  large  as  B. 
B  is  twice,  as  large  as  A. 
The  ratio  of  B  to  A  is  2. 
There  are  2  A's  in  B. 
There  is  y2  of  B  in  A. 
A  +  A  =  B. 
B  —  A  =  A. 

Repeat  the  process  with  cubes,  with  squares,  with  chalk,  with  apples,  so  that 
the  concept  of  value  will  not  be  attached  to  any  one  object,  but  will  become  to 
them   an  abstract   principle   of   universal   application. 

Let  the  children  see  the  word  on  the  blackboard,  as  "cylinder,"  ''prism."  Erase 
and  let  them  write  it  from   memory. 

Let  them  become  familiar  with  different  forms  and  colors  through  much  handl- 
ing, comparison,  etc.     Encourage  them  to  use  the  descriptive  terms  freely. 

II.  Measure  a  pint  of  sand, — a  quart  of  sand.  Compare.  Express  results  of 
comparison  as. 

1  pint  is  V-2  of  a  quart. 

There  are  2  pints  in  1  quart. 

The  ratio  of  a  pint  to  a  quart  is  2. 

If  a  pint  is  10c  a  quart  is  20c. 

If  a  quart  is  16c  a  pint  is  8c. 

If  there  are  25  pebbles  in  a  pint  there  are  50  pebbles  in  a  quart. 

If  there  are  40  pebbles  in  a  quart  there  are  20  in  a  pint. 

There  are  2  pints  in  1  quart. 

Then  in  2  quarts  there  are  4  pints. 

Let  them  measure  and  compare  and  make  up  problems  which  they  will  work 
out  by  experiment.  Let  one  keep  store,  another  may  buy  a  pint  and  a  half  of  cream 
at  20  cents  a  pint  and  pay  for  it  with  a  fifty  cent  piece. 

Dictate  rapidly  sums  as  6  +  3  +  9  +  4,  and  differences  as  50  —  39,  and  com- 
binations as  7  X  2  X  6,  and  18  -~  3,  and  require  instant  answers.  Memorize 
and  repeat  the  combinations  in  addition  and  multiplication.  The  teacher  will 
write  on  the  board  rapidly,  long  columns,  erase,  require  the  sum.  Teach  differ 
ences,  multiplication  and  short  division  in  the  same  way.  This  work  should  be 
done  every  day,  for  ten  minutes  or  more.  Teach  relation  of  inch,  tool  and  yard, 
perimeter  of  square  and  its  relation  to  other  squares,  gallon,  quart,  pint,  bj 
comparison,    measuring  and    experiment. 

Every  exercise  should  be  carefully  prepared  in  advance  by  the  teacher  so  that 
not  a  moment  is  lost,  and  should  be  carried  out  in  an  orderly,  systematic  way. 
Let  the  children  skip  to  the  table,  do  their  work,  express  results  in  dear  well 
defined  sentences,  and  skip  to  place  to  observe  the  next.  If  the  work  is  properlj 
prepared,  they  will  he  ready,  alert,  responsive  and  orderly  without  further  in 
centive   than   the  interest  aroused  by  the  work. 

INTKR.M EDTATE    GRADES 

Work   for   speed   and  accuracy.     Require  quickness  of  movement,  instantaneou 
ponse,  answers  always  well-expressed. 

Have  the  children  learn  simultaneously  small  fractional,  decimal  and  per  cent  forms. 
It,  is  just  as  easy  here  as  later  to  have  them  understand  thai  i,  I,  LOO^  are  the  same; 
that  5  equals  \  or  50%  or  .5. 

Let  a  pupil  count  out  100  sticks  and  tie  in  a  bundle.  How  man)  fourths  in  this  bundle? 
Then  1  =f . 

How  many  sticks  in  \  the  bundle?     CalTJt  100%.  Whai  per  cenl  in  I  the  bundle? 

Call  the  bundle  \%.  Write  it  1.  How  many  sticks  in  ,;,"  Write  il  5  Whai  does 
.5  equal? 

What  does  {  equal?     What  per  cent?     V\  ha1  decimal? 

20 


154  STATE   MANUAL  AND  COURSE  OP  STUDY 

Teach  %,  \,  \,  i\j,  in  this  way. 

Use  100  shells,  100  cards,  100  sticks.     Make  bundles.     Call  the  bundle  1.     Divide  it 
into  50%,  25%,  10%,  20%  parts. 

Divide  it  into  lOths,  .5,  .1. 

Divide  it  into  4ths,  5ths,  20ths,  halves. 

Write  each  value  as  it  is  found. 

Compare  §,  .5,  50%. 

Compare  T\,  .1,  10%. 

Compare  \,  .2§,  25%. 

Compare  ^,  .05,  20%. 

Then 
What  is  \  of  40  sticks? 
What  is  \  of  40  sticks? 
What  is  Jo  of  40  sticks? 
What  is  o\f  of  40  sticks? 

What  is  100%  of  40? 
What  is  50%  of  40? 
What  is  25%  of  40? 
What  is  10%  of  40? 
What  is  20%  of  40? 

What  is  \l  of  40  sticks? 

What  is  4  of  40  sticks? 

What  is  TV  of  40  sticks? 

What  is  to  of  40  sticks? 

Compare  results. 

In  the  same  way  use  20  cards,  80  dollars,  60  inches. 

Hold  the  children  to  these  fractions  in  many  varieties  of  exercises  with  many  different 
materials  until  the  relations  are  thoroughly  understood.  Make  problems  in  which  the 
fractions,  decimal  and  per  cent  are  used,  and  compare  results.  Teach  in  these  grades 
all  the  smaller  fractions  in  this  way  as  i,  §,  J,  £,  f ,  |,  f,  f,  f,  ^0,  A>  iV 

Draw  a  square  foot  on  the  table  or  blackboard.  Divide  it  into  square  inches. 
Each  child  draw  a  square  and  divide  it.  Count  the  rows  of  inches.  Count  the 
square  inches  iu  each  row.     How  many  square  inches  in  a  square  foot? 

Draw  a  square  foot  freehand  and  compare.  Find  surfaces  which  seem  to  con- 
tain a  square  foot.  Measure.  Find  the  number  of  square  feet  in  the  top  of  the 
desk,  the  table,  chair  seat,  wall  space,  board  space,  window,  door,  etc.  The  dis- 
tance around  the  square  foot  is  the  perimeter.  The  number  of  square  inches  it 
contains  is  the  area.     Find  the  area  and  perimeter  of  many  surfaces. 

Develop  the  square  yard.  Measure  the  square  yards  in  the  table  top.  Change 
it  to  square  feet.  Measure  the  square  feet  in  the  floor.  Change  to  square  yards. 
Make  rules  after  measuring  and  changing  areas  of  different  surfaces. 

Look  at  a  cubic  inch.  Measure  its  size.  Describe.  Observe  a  two  inch  cube. 
Compare  with  a  one  inch  cube.  Observe  a  four  inch  cube.  Compare  with  a  one 
inch  cube.  Observe  a  cubic  foot.  Compare  with  a  cubic  inch.  Measure.  Find 
how  many  cubic  inches  in  a  cubic  foot. 

How   many   rows   high? 

How  many  rows  wide? 

How  many  rows  deep? 

How  many  cubic  inches  in  all? 

Draw  a  cubic  inch. 

Draw  a  cubic  foot. 

Fold  a  cubic  inch. 

Find  the  number  of  cubic  inches  in  half  a  cubic  foot?  i  of  a  cubic  foot?  ^  of  a  cubic 
foot? 

How  would  a  cubic  yard  compare  with  a  cubic  foot? 

All  through  these  grades  vary  the  work  by  introducing  thought  problems  in 
which  the  reasoning  processes  are  the  simple  applications  of  principles.  All  of 
these  problems  should  be  oral. 

1.  A  man  having  $200  spent  10%  of  his  money  for  books,  y2  of  his  money  for 
rent  and    5%   for  clothes.     How  much  had  he  left? 


APPENDIX  155 

2.  How  many  pints  in  50%  of  10  bushels? 

3.  What  per  cent  of  40  is  10? 

4.  What  is  12%%  of  120? 

5.  20  is  what  per  cent  of  50? 

6.  20  is  what  fraction  of  60? 

7.  15  is  what  decimal  part  of  60? 

8.  How  much  paper  a  yard  wide  will  be  required  to  cover  a  wall  18  ft.  long 
and  10  ft.  high?  What  will  it  cost  at  40c  a  roll  if  there  are  10  yards  to  the 
roll? 

9.  What  will  4%  gallons  of  cream  cost  at  16c  a  pint? 

10.  If  chestnuts  are  bought  at  40c  a  bushel  and  sold  for  5c  a  pint,  what  is  the 
gain? 

11.  An  agent  sells   240  yards  of  goods  at  $1.50  a  yard.     If  he  receives  as  his 
pay  10%  of  the  amount  of  his  sales  what  is  his  profit? 

12.  What  is  gained  by  buying  160  acres  of  land  at  $25  an  acre  and  selling  it 
at  $27%  an  acre? 

Each  day  have  the  children  visualize  problems  in  addition,  subtraction,  multipli- 
cation, short  division  by  placing  the  problems  on  the  board,  erasing  immediately 
and  requiring  the  answer  at  once. 

Dictate  many  problems  in  addition  of  fractions,  as  %  +%  +  %  +  %  =  ? 
Require   instant  answers. 

Give  also  combinations   in    subtraction,   multiplication  and   division. 

In  these  grades  the  pupils  should  become  skillful  and  accurate  in  results  at  sight 
in  addition,  subtraction,  multiplication,  division  of  simple  numbers,  and  to 
some  extent  in  fractions,  decimals,  denominate  numbers.  They  should  weigh, 
estimate,  measure,  buy  and  sell,  make  problems,  collect  problems,  make  change, 
etc.     Eye,  ear  and  hand  should  be  appealed  to  constantly. 

Additional  exercises. 

Have  pupils  observe  objects  as  cards,  colored  sticks,  boxes,  blocks,  whose  ratios 
are  1 — 2 — 3.  Cover  them.  Call  them  A,  B,  C.  State  relation.  As  1  is  %  of  2, 
2  is  %  of  3.  Arrange  a  group  of  objects  behind  a  screen.  Allow  pupils  to  pass 
along  and  look  at  them  as  they  pass.  Call  upon  them  to  state  the  relative  size 
of  each. 

Have  numbers  2,  4,  6,  8,  10,  12,  14,  16,  18,  20,  22,  24  on  blackboard.  Teacher 
says,  4,  8,  12,  and  the  pupil  points  instantly  to  24,  the  sum.  The-  teacher  holds 
up  two  solids  whose  ratios  are  1  and  2.  The  teacher  names  one  solid  2  or  6  and 
the  pupil  names  the  other. 

The  teacher  holds  up  two  solids  and  puts  them  down  very  quickly.  Pupils 
compare  as  "the  small  one  is  equal  to  y±  of  the  large  one."  Or  the  pupil  states 
the  ratio,  as  "4  is  the  ratio  of  the  large  solid  to  the  small  solid."  The  teacher 
uses  pointer,  ruler,  or  pencil,  and  writes  figures  in  the  air.  Pupils  write  on  the 
board  and  give  sum. 

Have  the  children  cut  from  paper  a  2  in.  square.  Then  cut  one  twice  as 
large  and  compare  them.     Cut  one  three  times  as  large. 

Place  a  number  of  solids  on  the  table.     Compare  and  state  the  relative  si 
each. 

Draw  a  line  equal   to  L  — .     Draw   a  line   two   times  as   long  as    I- 

Draw  a  line  three  times  as  long  as  L.     Letter  the  lines  differently  and  then  add 

them  in  this  way. 

L M N    

The  sum  of  L  and  M  is  equal  to  N. 

Have  children  look  for  objects  in  the  room  that  are  round,  oval,  square,  oblong. 

Take  6  blocks,  calling  them   one,  two,  three.     Do  not  arrange  them   In   r< 
order.     Have  the  child  see  them,  cover  quickly.     Let  him  state  the  relations. 

Give  a  value  to  one  of  the  blocks,  and  tell  the  values  of  all  the  others.  The 
first  block  is  two,  what  are  the  values  of  the  other  bio. 

Draw  different  forms  of  blocks  on  the  hoard.  Erase  quickly.  Lei  the  child 
tell  the  form  which  was  drawn. 

Take  a  set  of  six  blocks.  Place  them  in  the  following  order:  2  in..  6  in.,  :'•  In., 
1  in.,  4  in.,  5  in.     Name  the  6  in.  block   L2.     Have  children   came  the  others. 

Take  a  set  of  6  blocks.  Compare  1  inch  block  with  each  of  the  others.  Then 
compare  each  of  the  other  blocks  with  all  the  remaining  blocks. 


156  STATE  MANUAL  AND  COURSE  OF  STUDY 

Have  a  row  of  children  skip  to  the  table  and  find  a  block  which  has  a  relation 
or  ratio  %3  V+,  %,  %  to  some  other  block,  and  vice  versa. 

Using  the  1  in.  cube  as  a  unit  of  measure,  have  children  take  different  blocks 
and  find  how  many  cubic  inches  they  contain. 

The  teacher  holds  up  quickly  two  blocks  from  the  same  set,  as  2  in.,  4  in., 
puts  them  down  and  calls  on  the  child  to  give  the  relation  of  blocks  that  he 
saw. 

The  teacher  writes  two  numbers  on  blackboard  quickly,  then  erases.  The 
teacher  calls  on  child  at  seat  to  give  sum. 

The  teacher  makes  a  column  of  four  figures  in  the  air.  The  children  reproduce 
on  blackboard  and  write  sum. 

Have  a  row  of  children  take  any  block  from  the  table  and  compare  one  face  with 
another. 

After  pupils  know  the  relations  of  solids,  %,  %,  14,  y5,  y6,  have  them  put 
hands  behind  backs.  Place  in  the  child's  hands  two  solids,  and  by  feeling  them, 
have  him  tell  you  whether  he  has  solids  one  and  two,  one  and  three,  one  and 
four,  etc. 

Have  one  pupil  come  to  the  table.  Place  solids  in  his  hands  behind  his  back 
and  have  him  name  them. 

Have  pupil  hold  hands  behind  his  back.  Give  him  solids,  and  after  he  has 
felt  them,  give  their  dimensions  without  looking  at  them. 

Place  different  objects  of  various  sizes,  such  as  cone,  sphere,  cube,  pyramid,  in 
a  row  behind  a  screen.  Remove  the  screen,  and  allow  children  to  look  at  ob- 
jects for  a  few  seconds.  Replace  screen  and  have  children  name  objects  and 
compare. 

Give  each  child  a  foot  ruler.  Show  him  an  inch,  then  six  inches.  Have  him 
go  to  the  blackboard  and  draw  a  line  one  inch  long,  six  inches,  one  foot.  After- 
ward have  him  measure  his  lines  with  ruler  to  see  if  they  are  correct. 

After  scattering  blocks  on  table,  have  children  find  two  blocks  of  the  same 
shape  that  are  equal.     Then  find  blocks  of  different  shapes  that  are  equal. 

Number  one  set  of  solids  1,  2,  3,  4,  5,  6,  and  place  in  row  on  table.  Cover  and 
change  the  position  of  solids.  Uncover  for  a  minute;  cover  and  have  pupils 
number  the  solids  from  left  to  right.     Use  three  solids  at  first,  then  six. 

Name  blocks  at  sight,  rectangular  prism,  square  pyramid,  cone.  Compare  solids 
thus:      My  right  hand  block  is  smaller  than  my  left  hand  block,  and  vice  versa. 

Draw  lines  of  different  lengths  on  blackboard.  Estimate  comparative  length 
of  each. 

Draw  rectangle,  circle,  square,  and  other  forms  on  board.  Erase  quickly  and 
have  the  pupil  tell  what  you  drew. 

Show  the  children  two  or  more  blocks.  Compare  them  in  height,  width,  thick- 
ness. 

Place  cone,  sphere,  cube,   and   other  objects  on  table.     Name. 

Handle  sets  of  blocks,  first  using  blocks  one  inch  in  height.  Children  find 
blocks  of  different  heights  as  the  teacher  indicates.  Study  tops,  then  build  and 
arrange  in  sets.  Draw  circles,  squares,  and  rectangles  on  the  board.  The 
children  will  tell  which  are  largest,   which  smallest,  and  which  are  equal. 

Put  simple  addition  problem  on  the  board.  Erase,  and  have  the  child  give  the 
answer. 

Place  2,  3,  5  on  the  board.  Then  2,  3,  6.  Let  the  child  give  the  answer  in 
multiplication. 

Write  numbers  from  dictation. 

Have  all  the  blocks  on  the  table.  Give  the  dimensions  of  one  certain  block  as: 
Find  a  block  two  inches  high,  three  inches  wide,  and  4  inches  thick.  The  child 
skips  and  finds  the  block  and  says.  "This  block  is  two  inches  high,  three  inches 
wide  and  four  inches  thick." 

The  teacher  writes  column  of  lour  figures  on  board  quickly,  erases,  then  calls 
on  individual  children  to  give  answer.  Proceed  in  same  manner  with  subtraction, 
also  with  the  tables. 

Give  a  cbild  a  foot,  ruler  or  yard  stick  and  let  him  observe  length.  Then  have 
him   put  it  aside  and  draw  on  the  board  a  line  a  foot  or  a  yard  long. 

Have  the  children  draw  on  the  board  a  six  inch  square  without  a  ruler,  a  square 
foot,  a  rectangle  two  inches  by  four   inches,  etc. 

Have  the  children  estimate  the  length  or  width  of  door,  window,  desk,  height 
of  schoolmates. 


APPENDIX  157 

Place  a  number  of  objects  before  children.     Have  them  name  each  quickly. 

The  teacher  draws  lines  on  the  board,  one  under  the  other,  letting  the  shortest 
line    represent   2c,    $3,    5    in.      The   teacher    names    the    longest   line,    or    si 
line,  the  children  name  the  rest. 

Rows  skip  to  the  table.  Find  blocks  one-half,  one-third,  one-fourth,  two-thirds, 
three-fourths,  five-sixths,  and  equal  to  other  blocks. 

Give  the  number  of  the  large  block.  Have  the  child  tell  what  the  small  one 
would  be,  and  then  add  the  two. 

Call  the  blocks  cylinders,  squares,  triangles,  cubes. 

The  child  skips  to  the  table,  puts  hands  behind  his  back.  Place  a  block  in  th<  m 
and  he  tells  what  kind  of  a  block  it  is,  as,  "This  is  a  cylinder,"  then  holds  it 
up. 

In  the  same  way  let  pupil  give  the  dimensions  instead  of  hind  of  block. 

Draw  figures  of  blocks  in  a  set  on  the  board  and  letter  them  as  A,  B,  C,  D.  Com- 
pare them.     How  many  small  ones   could  be  made  from  the   large? 

Draw  figures  of  blocks  on  board;  give  length  and  width.  Have  children  tell 
what  the  perimeter  is. 

Place  rectangles  of  various  commensurate  sizes  on  the  board.  Give  one  a 
certain  value,  as  eight.  Have  the  children  give  value  of  others.  Have  them  give 
values  of  two  or  more  combined. 

Give  combinations  rapidly  4  7  3  5 

8  6  9  4 

Table  2's,  3's,  4's. 

Tables  using  y2,  y,.  V4,  %,  ?i-  As  H,  of  24,  of  30,  of  18;  14  of  16,  of  20,  of  28, 
of  36,  of  48,  of  44;    v,  of  30,  of  21,  of  15,  of  39. 

Using  blocks  give  ratios  of  1  to  3,  3  to  1,  2  to  5,  5  to  2. 

Give  the  largest  block  in  the  set  the  value  1.     Give  relative  values  of  others  as 

%.   %,  %,   %• 

Train  the  eye  to  measure  inch,  foot,  yard.  Estimate  measurements  of  objects 
in   schoolroom,   schoolyard,   neighborhood. 

Draw  lines  of  different  lengths  on  the  board  and  have  the  class  tell  lines  that 
are  twice  the  length  of  A,  V2  of  A,  etc. 

Have  class  draw  with  rulers  a  5,  10,  or  6  inch  horizontal  line.  Also  vertical 
lines  of  various  lengths.  Let  the  pupils  erase  and  try  to  draw  lines  of  th< 
same   length  without  rulers. 

Have  the  class  judge  how  high  the  door  is,  how  wide  a  window  or  desk  is.  then 
let  them  measure  to  test  results. 

Teach  dollar  and  cent  signs.  Teach  pint,  quart,  inch  and  foot  using  measure 
in  each  case.  Teach  children  to  judge  weights  of  things  as  to  which  is  heavi<  r, 
lighter. 

Let  the  children  skip  to  the  board  and  write  numbers  correctly. 

Hold  up  one  block  (one  of  the  larger  ones  of  a  set)  and  have  children  flnd 
two  or  more  blocks,  the  sum  of  whose  volume  equals  that  of  the  given  block. 

Assign  a  value  to  one  block  in  a  set.  Have  the  children  give  relative  values 
of  other  blocks. 

Have   the   children   give   the   ratios   existing   between    blocks   of  the   Bam 
For  example,  tell  one  row  to  get  blocks  two  and  three,  then  %  is  the  ratio  of  this 
block   (holding  up  small  one)   to  this  block    (holding  up  larger  one). 

Send  children  to  get  any  block.  Have  them  tell  what  they  have,  as  •This  is 
a  four-inch  cube."     "This  is  a  six-inch  cylinder." 

Have  children  give  the  perimeters  of  the  various  faces  of  the  blocks. 

Show  children  a  block.  Have  them  find  blocks  equal  to  a  certain  pari  of  the 
block,  as  "Find  blocks  equal  to  one-half  of  this  block,"  or  "equal  to  of  this 
block." 

Write  simple  combinations  on  the  board  and  have  children  give  the  sum. 

Have  pupils  estimate  how  much  water  an  ordinary  pail  will  hold.  With  a  pint 
quart,  or  gallon  measure,  test  results.  Vary  this  exercise  to  include  oilier  measure 
ments. 

Dictate  numbers  to  pupils  at  the  board. 

UPPER    GRADES 

If  the  work  of  the  lower  grades  has  been  done  faithfully  the  children  are 
ready  to  use  the  pencil  or  pen.     Give  them  at  first,   many  abstracl    probl< 


158  STATE   MANUAL  AND  COURSE  OF  STUDY 

addition,  subtraction,  multiplication  and  division,  and  wherever  possible,  let  the 
work  be  done  orally.  Introduce  concrete  problems  involving  all  four  operations, 
then  teach  addition,  subtraction,  multiplication  and  division,  of  fractions,  decimals 
and  denominate  numbers  in  the  written  forms.  As  this  has  all  been  done  orally, 
it  will  require  only  a  few  weeks  to  master  all  processes.  Continue  daily  drills 
and  visualizing. 

Make  the  work  real  in  teaching  percentage,  interest,  proportion,  discount,  taxes, 
insurance,  stocks,  mensuration.  Let  the  children  dramatize  the  work,  keep  store, 
buy  and  sell,  act  as  insurance  agents,  brokers,  bankers,  commission  merchant. 
Get  copies  of  all  forms  of  business  paper,  copy  and  use  in  actual  transactions. 
Let  them  measure,  estimate,  approximate  and  plan  for  problems  by  actual  meas- 
urements. 

LANGUAGE 

Describe  such  objects  as  cylinder,  square,  cube,  prism,  after  looking  at  them. 
Describe  other  objects  as  pitch-pipe,  pencils,  chalk,  ink-well,  using  the  distinguish- 
ing descriptive  terms  belonging  to  each. 

Place  a  wooden  object  and  a  glass  on  the  table.  Sound  with  a  ruler,  and 
have  the  pupils  give  the  adjectives  that  characterize  each  sound.  Later  take  a 
book,  the  blackboard,  a  tin  can,  an  eraser,  a  silver  cup.  Have  the  pupil  turn 
his  back  and  as  you  rap  quickly  say,  "silver,  tin,  wood,"  etc.,  and  describe  the 
sound  with  its  own  adjectives. 

The  teacher  taps  with  a  pointer  on  glass,  wood,  book,  blackboard,  window,  iron- 
pipes,  and  the  pupils  describe  the  differences  in  sound. 

The  teacher  says,  "I  am  thinking  of  a  solid  that  has  a  curved  surface."  The 
pupils  answer  "cylinder."     In  the  same  way  the  teacher  describes  many  objects. 

Tell  children  to  listen.     Let  them  describe  the  sounds  they  hear. 

Blindfold  the  child  and  let  him  describe  the  difference  in  feeling  between  silk, 
wool,  linen,  etc. 

Let  him  describe  the  cloth,  after  feeling  of  it. 

Let  the  child  feel  of  different  surfaces.     Describe  them. 

Let  the  children  describe  the  feeling  of  different  objects.  Tell  whether  they  are 
rough,  smooth,  heavy,  solid,  hollow,  etc. 

Let  the  children  describe  the  smell  of  different  kinds  of  fruit  brought  to  class. 

Let  them  smell  different  spices,  vinegar,  oil,  etc.,  and  describe  each  with  the 
best  possible  descriptive  terms  for  each. 

Let  them  taste  sugar,  spices,  salt,  vinegar,  and  describe  each  sensation. 

Let  the  children  find  objects  in  the  room  that  are  round,  oval,  square,  oblong. 

Put  a  word  on  the  board.  Erase,  and  have  a  child  skip  to  the  board  and  write 
the  word.     After  they  are  able  to  visualize  words,  give  them  whole  sentences. 

Have  a  number  of  different  twigs  in  the  room.  Let  the  children  observe  and 
describe  them  tersely. 

Repeat  this  exercise  with  spring  flowers,  with  autumn  leaves,  etc. 

Have  children  close  eyes  while  the  teacher  rolls  hard  and  soft  rubber  balls  and 
a  wooden  sphere.     Let  them  describe  the  sounds. 

Have  a  number  of  books  of  various  sizes  and  thicknesses  on  the  table.  The 
teacher  touches  three  or  four  books,  and  the  child  describes  them  so  as  to  dis- 
tinguish each  from  each. 

Teacher  describes  a  number  of  familiar  objects,  giving  two  or  three  distinguish- 
ing facts  about  each.     Have  the  pupil  tell  the  name  of  the  object  described. 

Have  ten  or  twelve  children  stand  in  front  of  a  table  with  their  hands  behind 
them.  Pupil  or  teacher  drops  a  block  into  each  child's  hands,  and  children  tell 
dimensions  of  blocks  by  feeling  them.     Tell  which  is  heavier,  lighter,  etc. 

Have  pupils  touch   different  fruits  and  describe  them. 

Touch  different  objects,  as  cup,  bottle,  and  describe  them. 

Touch  a  child  with  a  pencil,  piece  cf  chalk,  a  twig,  a  small  piece  of  paper  and 
see  if  he  can  tell  what  it  is.     Let  him  describe  the  different  sensations. 

Let  them  touch,  taste,  and  smell  different  fruits,  vegetables,  sugar,  salt,  soda, 
etc.,    and   describe   and    characterize   each   sensation. 

Familiarize  children  with  the  sound  which  different  objects  produce  when 
touched.  Then  tell  them  to  put  down  their  heads.  The  teacher  touches  several 
things  in  quick  succession  as  edge  of  the  desk,  ink-well,  steam-pipe  then  says, 
"Wake  up."    The  pupil  tells  what  was  done  in  the  right  order. 


APPENDIX  159 

Repeat  a  short  stanza  of  poetry.  Ask  the  children  to  repeat  what  they  remem- 
ber. 

COLOR    WORK DRAWING 

Hold  up  colored  circles  in  quick  succession.  Have  pupils  name  colors  in  cor- 
rect order. 

Have  children  stand  in  a  row  with  colored  caps.  Pupils  at  seats  close  their 
eyes.     Change   the   order.     Have   pupils   arrange   in  original   order. 

Have  children  stand  in  a  row  with  colored  caps.  Pupils  at  seats  close  their 
eyes.     Send  one  or  more  out  in  hall.    Children  tell  what  colors  are  gone. 

Have  colored  balls  in  a  row  on  the  table.  Pupils  close  eyes.  Change  the  order. 
The  pupils  arrange  in  original  order. 

Have  children  stand  in  front  of  board  with  crayons  in  their  hands.  The 
teacher  draws  two  vertical  lines,  erases  them,  and  has  the  children  reproduce 
what  they  saw.  Teacher  then  draws  squares,  circles,  triangles,  and  continues  as 
before. 

Mount  colors  on  cards  and  hold  before  the  class.  Have  pupils  tell  what  they 
saw.  Example:  "I  saw  two  red  circles,  one  blue  square,  and  two  yellow  ob- 
longs." 

Find  objects  in  the  room  that  are  square.  Note  objects  while  going  to  and 
from  school  that  are  circular,  square,  oblong. 

The  teacher  prepares  squares  of  one  size,  and  gives  one  to  each  pupil.  The 
children  note  the  size  and  try  to  draw  one  of  the  same  size.  After  they  have 
drawn  the  squares  let  them  compare  them  with  the  given  square. 

Have  them  cut  oblongs,  triangles,  circles,  in  the  same  way. 


Play  exercises  on  the  piano  in  £,  f,  and  f  rhythm,  and  have  the  children  at  the  board 
indicate  by  marks  the  exercises  played. 

Using  the  8,  7,  6,  5  in  music,  point  to  a  group  of  figures  singing  as  you  point, 
and  have  the  child  repeat. 

Send  three  children  from  the  room,  and  have  them  sing  in  turn,  while  the 
pupils  in  the  room  guess  who  is  singing. 

GEOGRAPHY 

Have  the  children  collect  specimens  of  the  different  kinds  of  soil  in  the  locality 
Discuss  their  formation. 

Plant   seeds  of  various  kinds  and  watch   their  development. 

Have  experiment  gardens  both  at  home  and  in  the  school  grounds.  Watch  the 
growth    of   various    plants.      Study   and    discuss   the   different   parts   of  the   plant. 

Collect  specimens  of  the  various  minerals,  rocks,  shells,  of  tlie  locality  and 
discuss  their  deposition  or  formation. 

Collect  specimens  of  all  different  kinds  of  wood,  bark,  leaves,  buds,  flowers, 
of  the  neighborhood.     Mount  and  arrange  the   flowers  and   leaves. 

Have   colored   pictures  of  all   the  birds   that  the  children    d  rve    in   tin* 

spring.     Discuss  their  habits,  characteristics,  songs,   nests.    Observe   B 
possible  each  day. 

Collect  and  classify  the  different  grasses  and  shrubs  of  the  neighborhood 
Discuss. 

Collect  specimens  of  all  raw  material  and  manufactured  products  of  the  locality 
in  each   of  their  stages.     Discuss. 

In   studying  the  physiography  of  foreign   places,  collect  good   pictures,   descrlp 
tions,  and  specimens  of  products  of  all  kinds  and  mount   and   classifj    foi 
use. 

Let  the  children  observe  on  excursions,  all  possible  land  and   water-form 
formations,  examples  of  plant  life  in  connection  with 

Encourage   them   to   listen   and    discriminate  between    the 
so  that  they  can  distinguish  each.     Have  them   des< 

cricket,   the   frog,   the   grasshopper,    the    differ.,  various 

sounds  of  wind,  water,  etc.     Have  them  di  "'   condition 

the  atmosphere  of  different  days,  observed  on  their  waj    to  school.     \ 
A    foggy   morning.      A   frosty   morning.      I'  occasioned    by 


160  STATE  MANUAL  AND  COURSE  OF  STUDY 

the  ground  underfoot,  by  the  wind  on  the  face,  by  the  breeze  of  a  spring  morn- 
ing, by  the  gloom  of  a  late  autumn  day,  by  a  frosty,  clear  evening. 

Have  them  observe  the  position  of  the  sun  and  moon  at  different  times. 

Have  them  observe  the  changes  in  vegetation  from  week  to  week,  and  discuss. 

Encourage  them  to  estimate  distances.  How  far  is  it  from  the  child's  home 
to  the  schoolhouse?  How  far  is  a  mile  in  the  neighborhood?  Name  familiar 
points  that  are  five  miles  apart.     Two  miles  apart. 

Encourage  the  reading  of  the  best  literary  descriptions  of  all  countries  studied, 
so  that  the  children  gain  good  visual  images  of  them.  These  should  be  so  definite 
and  vivid  that  when  the  teacher  writes  on  the  board  the  word  "Seine"  for 
instance,  the  child  will  instantly  describe  his  imaged  conception  of  the  Seine 
River.  Paris,  etc.  When  he  sees  a  pressed  specimen  of  the  Edelweiss,  he  will  be 
able  to  describe  the  region  of  the  Alps.  "Salt"  will  bring  out  a  description  of 
the  Salt  Steppes  of  Russia  and  of  the  climate,  social  conditions  of  the  people,  and 
other  geographical  facts.  "Wheat"  should  suggest  vivid  mental  images  of  all 
the  principal  wheatgrowing  regions  of  the  world.  "Grapes,"  the  vineyards  of  the 
Rhine,  of  France,  etc. 

Make  collections  of  good  pictures  of  the  life  and  people  of  the  different  coun- 
tries studied;   of  the  scenery,  homes,  etc. 

All  available  specimens  of  products  of  different  countries  studied  should  be 
used   in  connection  with  the  work. 

Fix  all  visual  impressions  of  the  relative  location  of  places,  outline,  direction, 
ete.,  with  memory  maps. 

Have  no  geography  recitation  which  does  not  involve  observation,  and  the 
use  of  hand,  eye  and  ear,  in  the  formation  of  images. 

Suppose  the  class   is  about  to  study  France. 

I.  Ascertain  by  observing  the  map,  one  in  the  hands  of  each  pupil:  (a)  its 
location;  (b)  its  location  relatively  to  other  European  countries;  (c)  its  loca- 
tion in  regard  to  climatic  conditions  of  longitude,  latitude,  elevation  from  direc- 
tion of  rivers,  mountains,  winds,  distance  from  the  sea;  (d)  the  countries  bound- 
ing it.  What  do  you  know  of  the  people  and  conditions  of  those  countries?  What 
effect  would  this  proximity  have  on  France,  socially,  governmentally,  commer- 
cially. 

II.  Climate.  What  effect  has  its  location  on  the  climate?  Elevation,  winds, 
ocean,  etc. 

III.  Products,   as   affected    by   location,   climate   and   soil. 

IV.  Occupations,  as  affected  by  all  these  agencies. 

V.  Commercial   facilities,   as   dependent   on   rivers,   coast,   situation. 

VI.  Look  at  the  outline  physiographic  map  and  select  points  that  seem  favor- 
able to  large  cities.     Why? 

VII.  What  effect  would  the  position  of  the  mountains  have  on  the  climate 
of  the  country? 

VIII.  Make   an    outline   and   physiographic    map  of  France. 

(a)  Write  from  memory  the  names  of  bounding  countries,  (b)  What  is  the 
size  of  France,  the  relative  size.  Compare  with  Michigan.  Germany,  England, 
Russia,  (c)  Ascertain  the  population.  Compare  with  Michigan.  What  is  the 
effect  of  sociologic  conditions,  as  in  wages,  living,  etc.?  (d)  Read  description 
of  life  and  social  conditions  of  France,  (e)  Government  of  France,  (f)  Occu- 
pations and  products,  (g)  Gulfs,  rivers,  etc.  (h)  Cities,  (i)  Use  pictures, 
good  descriptions,  literature,  to  form  images  of  the  scenery,  cities,  rivers,  (j) 
Assign  topics  upon  which  different  pupils  will  report  with  accounts  of  their 
visual  impressions  as — Paris,  Seine,  Gulf  of  Lyons,  etc.  (k)  Require  memory 
maps  of  the  country  including  all  important  details.  Bring  to  the  class  for 
observation  pictures,  products:   as  raisins,  silk,  raw  silk,  velvet,  lace,  etc. 

IX.  Let  the  children  plan  a  trip  to  France,  map  out  the  route,  select  steamers, 
purchase   tickets,  and    plan  all  other   details  of  the  voyage. 

X.  Let  some  child  give  a  vivid  account  of  the  detailed  voyage.  In  this  way 
children  who  have  never  heen  out  of  their  local  environments  will  get  an  idea  of 
the  distance  traveled,  the  places  on  the  way,  the  people,  life,  etc.,  that  they 
would  meet,  the  methods  and  means  of  transportation,  the  number  of  days  it 
would  require,  cost  of  the  trip. 

Let  the  children  tell  what  they  would  bring  back  from  a  visit  to  France. 
What  would  they  take  across  to  their  French  cousins? 

XI.  Let  each  pupil   impersonate  a  child  living  in  some  part  of  France.     Let 


APPENDIX  16] 

him  prepare  for  the  part  by  reading  descriptions,  examining  pictures,  eti  ,  and 
then  imagine  himself  a  child  busy  at  some  particular  occupation  in  sum.'  certain 
place,  and  give  an  account  of  himself  to  the  rest  of  the  class,  supplying  all  nee 
essary  detail  to  make  the  description  vital  and   real. 

XII.  Let  the  class  imagine  themselves  traveling  through  France  and  require 
each  one  to  give  an  oral  description  of  what  he  saw  in  each  place,  one  will 
report  the  pictures  in  the  Louvre;  another,  a  visit  to  the  capital;  another,  a 
visit  to   Bordeaux,   etc. 

In  connection  with  the  various  countries  studied  introduce  such  sense  training 
exercises  as  the  following: 

Blindfold  a  child  and  let  him  feel  of  various  materials  as  silk,  wool,  velvet, 
linen,  cotton,  rubber,  cork,  and  tell  what  each  is.  Blindfold  him  and  let  him 
smell  perfume,  vinegar,  spices  of  various  kinds,  fruits,  plants,  and  tell  which 
each  one  is.  Blindfold  him  and  let  him  taste  sugar,  salt,  spices,  vinegar,  coffee, 
and  tell  which  each  is.  Each  time  a  new  word  is  used  write  it  on  the  board, 
erase,  and  require  him  to  spell  it  from  memory.     Let  him  spoil  the  words  orally. 


MORALS  AND  MANNERS 

The  Golden   Rule  is   the  b:isis  of  all  good  manners. 
"Manners  are  something  with  every  one  and   everything  with  some." 

Since  an  educated  rascal  is  a  much  worse  enemy  to  society  than  an  ignorant  one, 
education  without  morality  is  a  curse.  All  Leaching  should  therefore  possess 
the  vital  elements  of  morality;  not  that  every  lesson  or  day's  work  should  have 
a  moral  tacked  upon  it,  but  back  of  the  teacher's  every  look,  word  and  act  there 
should  be  purity  and  honesty.  Character  in  the  teacher  will  develop  charactei 
in  the  pupil. 

Closely  allied  to  good  morals  are  good  manners.  Indeed,  good  manners  should 
be  the  outgrowth  of  good-will,  and  no  person  truly  possesses  them  whose  acta 
do  not  spring  from  a  kindly  heart.  Conversely,  good  manners  properly  taught 
the  child,  react  upon  his  heart  and  produce  a  genuine  desire  to  give  others  do 
discomfort. 


SUGGESTIVE  OUTLINE 

AT    SCHOOL 


Entering  and  leaving  room. 
Talking  about  one's  self. 
Laughing  at  others. 
Treatment  of  strangers. 
Treatment  of  other's  property. 
Use  of  school  property. 


AT    HOME 


Treatment  of  parents. 
Treatment  of  brothers  and  sisters. 
Treatment  of  servants. 
Treatment  of  company. 


AT    TUN    TAB1  E 


Promptness  when  meals  are  announced. 

Waiting  one's  turn. 

When  to  begin  to  eat. 

How  to  eat. 

Use  of  napkin,  knife,  fork  and  spoon. 

How  to  ask  for  food. 

Criticism  of  food. 

Conversation — unpleasant  subjects. 


162  STATE  MANUAL  AND  COURSE  OF  STUDY 

Leaving  table. 
Use  of  toothpick. 
Observing  well-bred   people. 

AT   ANOTHER'S  HOME 

How  to  enter;  how  to  leave. 

Removal  of  wraps. 

Introductions — distinct  enunciation  of  names. 

Staring,  whispering,  laughing,  etc. 

Sitting  still. 

Attention — in  conversation,  to  reading,  to  music. 

Contradicting. 

Making  one's  self  agreeable. 

AT   CHURCH 

Punctuality. 

Entering. 

Courtesy — to  ladies,  to  strangers. 

Whispering,  laughing,  etc. 

Attention  to  the  service. 

Notice  of  those  coming  in. 

Joining  in  the  general  forms  of  worship. 

AT    ENTERTAINMENTS 

Punctuality. 

Taking  seats. 

Gazing  about. 

Talking. 

Interfering   with   others. 

Leaving. 

AT    THE    STORE 

Inquiry  for  articles. 

Finding  fault  with  articles  and  handling  of  goods. 

Courtesy  to  clerks. 

ON    THE    STREET 

Noisy  and  boisterous  conduct. 

Accosting  people  across  the  street. 

Obstructing  the  sidewalk. 

Meeting  people — turn  to  right. 

Passing  people — turn  to  left. 

Eating  on  the  street. 

Throwing  things  upon  the  sidewalk. 

Looking  into  windows  of  houses. 

Gentleman  walking  with  lady — upon  her  left. 

Salutations. 

TRAVELING 

Buying  ticket — take  turn. 

Occupying  seats  in  cars. 

Leaving  seats  temporarily. 

Taking  seat  with  another. 

Courtesy  towards  officials  and  passengers. 

Courtesy  to  ladies. 

The  above  outlines  are  suggested  by  "Lessons  on  Manners,"  published  by  Lee 
&  Shepard,  Boston.  These  outlines  may  be  supplemented  by  others  as  occasion 
seems  to  demand;  but  when  an  attempt  is  made  to  teach  this  subject,  let  it  be 
systematically  done  and  not  simply  to  fill  some  idle  moments.  Furthermore, 
strive  to  have  courteous  acts  spring  from  the  desire  to  be  kind  rather  than  for 
the  sake  of  appearance. 


APPENDIX  i63 


GAMES 

Prepared  by  the  Department  of  Hygiene  and  Physical  Education, 
Central  Michigan  Normal  School. 

Instructions  to  Teachers 

The  first  five  minutes  of  each  of  the  usual  recess  periods  should  be  given  to 
a  recess  proper;  the  last  ten  minutes  of  both  morning  and  afternoon  periods 
should  be  devoted  to  the  learning  of  games  under  the  direct  supervision  of  the 
teacher. 

Play  during  these  periods  should  be  compulsory;  it  is  a  part  of  the  school 
work.     It  should  be  out-of-doors  when  the  weather  permits. 

Strict  observance  of  the  rules  and  above  all  "fair  play"  in  spirit  as  well  as 
letter  must  at  all  times  be  insisted  upon.  Remember  that  development  of  char- 
acter in  children  is  more  easily  secured  in  their  own  natural  activities  than  through 
precept.  Emphasize  fairness,  honesty  and  generosity  in  the  game  until  the  play 
group  disapproves  instantly  of  all  attempts  by  individuals  to  secure  advantage 
to  self  at  the  expense  of  fair  play. 

At  the  noon  period,  groups  of  the  larger  boys  and  girls  will  play,  for  the 
most  part,  without  direct  supervision,  though  the  presence  of  a  lively  teacher 
entering  into  the  spirit  of  the  younger  people,  is  always  welcome  and  beneficial. 
Play  at  noon  should  consist  of  games  learned  previously  during  the  regular  play 
periods.  Participation  should  be  voluntary  as  this  is  not  a  part  of  the  school 
sessions,  but  gentle  pressure  should  be  used  to  get  all  to  take  part.  The  pale- 
faced,  anaemic  girl  needs  the  play  more  than  the  most  robust  boy. 

One  of  the  larger  pupils  of  the  right  personality  may  be  put  in  charge  of  a 
group  of  the  smaller  children. 

Play  in  groups  of  similar  age,  and,  in  case  of  larger  boys  and  girls,  of  the 
same  sex,  is  desirable.  Often,  however,  especially  when  the  work  is  given  in- 
doors, it  is  convenient  to  have  the  whole  school  engage  in  the  same  game  at 
the  same  time.  The  games  described  below  are  so  arranged  that  the  teacher 
can  find  at  a  glance  the  game  which  is  appropriate  to  the  place  and  group  en- 
gaged. Teach  each  game  until  the  children  have  become  fairly  skillful  in  play- 
ing it.  Most  of  these  games  may  be  varied  slightly  so  as  to  add  new  features 
of  increasing  difficulty  as  the  children  become  more  skillful.  Such  variation 
adds  much  to  the  interest  of  older  pupils. 

Games  selected  from  the  Course  of  Study  will  be  found  to  be  admirably  suited 
to  school  occasions  to  which  parents  are  invited.  When  mixed  programs  are 
rendered  in  the  schoolhouse,  a  game  or  two  on  the  program  by  the  smaller 
children  will  arouse  much  enthusiasm  on  the  part  of  the  parents.  An  out-door 
program  of  play  just  before  the  closing  of  school  in  the  spring  is  desirable.  A 
few  counties  are  bringing  all  the  schools  of  the  county  together  in  a  "plaj 
festival"  held  in  conjunction  with  the  eighth  grade  graduating  <  In   the 

spring. 

Several   of  the   music  selections   used   in    this  outline  are   taken    from    "D 
of  the  People"  and  "Folk  Dances  and  Singing  Games"  both  by  Elizabeth    Burctae 
nal,  New  York   City. 

LIST    OF    GAMES  - 

I.     Games  for  the  whole  school 
1.     Without  material 
a.     Playground 

(1)  Vis-a-vis 

(2)  Squirrel  in  Trees 

(3)  Steps 

(4)  Partner  Tag 

(5)  Lame  Fox  and  Chickens 

(6)  Three  Deep. 


164  STATE  MANUAL   AND  COURSE  OP  STUDY 

b.     Schoolroom 

(1)  Follow  the  Leader 

(2)  I  say  "Stoop" 

(3)  Tag  the  Wall  Relay 

(4)  Going  to  Jerusalem 

(5)  Changing  Seats 
(G)  Guess  Who 

2.  With  material 

a.  Playground 

(1)  Newcomb 

(2)  Stealing  Sticks 

b.  Schoolroom 

(1)  All  Up  Relay 

(2)  Club  Snatch 

3.  With  Singing 

a.  Playground 

(1)  Carrousel 

(2)  Broom  Play 

(3)  Pop  Goes  the  Weasel 

(4)  Visiting 

b.  Schoolroom 

(1)     Up  to  the  Moon   (Swedish) 
II.     Games  for  the  Smaller  Children 

1.  Playground 

a.  Jack  Be  Nimble 

b.  Shadow  Tag 

2.  Schoolroom 

a.  Wee  Bologna  Man 

b.  Cat  and  Mice 

III.     Games  for  the  Larger  Girls 

1.  Playground 

a.  Prince  of  Paris 

b.  Corner  Ball 

2.  Schoolroom 

a.  Poor  Pussy 

b.  Bean  Bag  Game 

IV.     Games  and  Athletics  for  the  Larger  Boys 

1.  Playground 

a.  Games  with  the  Baseball 

b.  Track  and  Field  Athletics 

c.  Chinning 

d.  Bull  in  the  Ring 

e.  Trades 

2.  Schoolroom 

a.  Japanese  Crab  Race 

b.  Stride  Ball 

V.     Rhythmic  Plays  for  the  Whole  School 
1.     On  the  Green 

a.  Ribbon 

b.  Bumble  Bee 

c.  May-Pole. 


APPENDIX 


165 


I.     Games  for  the  whole  school 

1.     Without  material 
a.     Playground 


(1)  Vis-a-vis    (pronounced  vez-a-vee) 

Number  of  players:      7  or  more. 

Formation:  Players  stand  in  a  double  circle  with 
a  partner,  each  one  facing  the  center  and  an  extra 
player,  who  is  "it,"  standing  in  the  center. 

Game:  "It"  calls  "Pace  to  face,"  and  each  player 
faces  partner.  Then  "it"  calls  "Back  to  back,"  and 
each  player  turns  with  back  to  partner.  "It"  may  con- 
tinue these  calls  as  rapidly  and  as  long  as  he  cares  to. 
Finally  he  calls  "vis-a-vis,"  which  is  a  signal  for  all 
to  change  partners.  During  this  time  the  person  in  the 
center  secures  a  partner,  and  the  one  left  out  becomes 
"it."     The  game  continues  as  before. 

(2)  Squirrel  in  Trees 

Number   of   players:    0    or   more. 

Formation:  Three  players  make  a  "tree"  by  sland- 
ing  in  a  circle  with  arms  on  each  other's  shouldei 
Any  number  of  "trees"  may  be  scattered  over  the 
field  of  play.  A  "squirrel"  stands  in  the  "hollow"  of 
each  tree,  and  an  extra  "squirrel"  stands  anywhere 
within  the  field  of  play. 


SQUIRREL   IN    I 


166  STATE  MANUAL  AND  COURSE   OF  STUDY 

Game:  The  "squirrels"  run  from  one  "tree"  to  an- 
other (there  must  never  be  more  than  one  "squirrel" 
in  a  "tree")  and  the  extra  "squirrel"  tries  to  find  a 
hollow  tree."  The  "squirrel"  left  out  must  then  look 
for  a  "hollow  tree."  The  "squirrels"  and  the  "trees"  need 
to  exchange  places  often  in  order  to  give  all  an  op- 
portunity to  run.  If  the  "squirrels"  are  afraid  to  leave 
home,  the  teacher  may  force  them  out  by  clapping 
her  hands  or  by  giving  any  signal  agreed  upon  be- 
fore the  game. 

(3)  Steps 

Number  of  players:     3  or  more. 

Formation:  In  a  line  facing  a  fence  or  anything 
which  may  be  chosen  as  a  goal.  A  leader  (or  "it") 
stands  between  the  line  and  the  goal,  facing  the  goal. 

Game:  The  leader  covers  his  eyes  and  counts  aloud 
to  ten  (or  twenty).  During  this  time  the  players 
move  as  rapidly  as  they  can  toward  the  goal.  When 
the  leader  calls  ten,  uncovers  his  eyes  and  turns  around, 
every  one  in  the  line  must  be  perfectly  quiet.  If  he 
discovers  any  one  moving,  that  person  must  return  to 
position  and  start  over  again.  The  game  continues 
until  all  the  players  have  reached  the  goal.  The  first 
person  reaching  the  goal  is  declared  the  winner,  and 
the  last  person  reaching  the  goal  must  be  "it"  for  the 
next   game. 

(4)  Partner  Tag 

Number  of  players:     4  or  more. 

Formation:  Players  scattered  over  the  field  in 
couples,  arms  locked.  Two  players  are  free,  one  for 
"it"  or  the  chaser,  and  the  runner. 

Game:  The  runner  makes  himself  safe  by  lock- 
ing arms  with  any  one  of  the  players.  Whenever  he 
does  this,  the  third  one  in  the  group  immediately  be- 
comes the  runner,  and  must  save  himself  in  the  same 
way.  In  case  the  runner  is  caught,  he  must  then  be- 
come the  chaser;  and  the  chaser  becomes  the  runner. 

(5)  Lame  Fox  and  Chickens 

Number  of  players:     Any  number. 

Formation:  At  one  end  of  the  playground  a  den 
is  marked  off  for  the  "foxes,"  and  at  the  opposite  end 
a  yard  is  marked  off  for  the  "chickens."  The  game 
starts  off  with  one  fox  in  the  den,  and  all  the  chick- 
ens in  the  yard.  If  there  are  a  great  many  players, 
it  is  advisable  to  have  more  than  one  "fox." 

Game:  The  "chickens"  leave  their  yard  and  ap- 
proach the  den  of  the  "fox."  As  they  draw  near  the 
den,  they  try  to  tease  the  fox  by  calling:  "Lame  fox! 
Slow  fox!  Can't  catch  anything."  The  "chickens" 
venture  as  close  to  the  den  as  they  dare  to,  the  "fox" 
remaining  within  until  he  thinks  he  can  catch  a 
"chicken."  When  the  "fox"  leaves  his  den  he  may 
take  three  running  steps  in  pursuit  of  the  "chickems," 
after  which  he  must  hop  on  one  foot  while  tag- 
ging the  "chickens."  If  the  "fox"  succeeds  in  catching 
any  "chickens"  they  immediately  become  "foxes,"  and 


APPENDIX  167 

the  game  starts  again.  Any  "fox"  putting  both  feet 
on  the  ground  at  once,  after  he  has  taken  three  run- 
ning steps,  may  be  driven  back  to  his  den  by  the 
"chickens."  He  may,  when  hopping,  change  from  one 
foot  to  the  other.  The  game  continues  until  all  the 
"chickens"  are  captured,  the  last  one  being  the  winner. 
The  first  "chicken"  caught  becomes  the  "fox"  for  the 
new  game. 

(6)     Three  Deep 

Number  of  players:     6  or  more. 

Formation:  Players  stand  in  couples,  one  behind  the 
other,  in  a  circle,  all  facing  the  center.  There  should 
be  considerable  space  between  the  couples.  Two  extra 
players,  one  as  runner,  one  as  catcher,  stand  within  the 
circle. 

Game:  The  runner  and  the  catcher  start  the  game 
off.  The  runner  makes  himself  safe  by  standing  in 
front  of  one  of  the  couples.  When  the  runner  takes 
this  position  one  group  is  then  standing  "three  deep," 
and  the  third  one  must  run  from  this  position  before 
he  is  tagged  by  the  catcher.  The  runner  makes  him- 
self safe  again  by  stepping  in  front  of  a  couple.  If 
the  catcher  tags  the  runner,  then  the  runner  becomes 
the  catcher,  and  the  catcher,  the  runner. 

This  game  may  be  varied  by  having  the  couples 
stand  facing  each  other.  In  this  formation,  the  runner 
makes  himself  safe,  by  standing  in  front  of  any  player 
he  may  choose.  The  instant  a  player  discovers  some 
one  standing  in  front  of  him,  he  must  "save  himself" 
by  standing  in  front  of  any  other  player. 

b.    Schoolroom 

(1)  Follow  the  leader 

Number  of  players:     Any  number. 

Formation:      In  a  single  line  around  the  room. 

Game:      The  leader  marches  around  the  room,  hops 
on  one   foot,  jumps  over  a  crack  in  the   floor,  ton 
some  object  as  he   passes,  or  performs  any  gymn 
stunt  he  cares   to  do.     Each   person   in   the    line   must 
imitate    him   exactly.     It   is   better   to   chang 
often,   choosing   the   child  that  executes    the   best,   the 
teacher   acting   as    the   judge.     The    game     o 
tinue  as  long  as  desired. 

(2)  I  Say  "Stoop!" 

Number  of  players:     Any  number. 

Formation:  Standing  In  aisles  facing  toward  the 
front. 

Game:      A   leader  stands   in   front  of  the   room  and 
calls  "I   say  stoop!"  and  at  the    sam«    time    bending 
knees,    and    immediately     coming     to     r 
All   players   follow  the  leader's  dlr- 
leader   calls  "I   say  stand!"   and   stoops 
children    should    remain    standing, 
mistake  are  out  of  the  gai  :    may  be 

added  by  having  "sides,"  the  one  v  rhich  loses 

the  smaller  number  of  players. 


168  STATE   MANUAL   AND  COURSE  OF   STUDY 

(3)  Tag  the  Wall  Relay 

Number  of  players:  4  or  any  even  number  above 
four. 

Formation:  Sitting  in  the  seats,  an  even  number  of 
players  in  each  row. 

Game:  At  a  signal  from  the  teacher,  each  player  in 
the  last  seat  runs  forward,  down  the  aisle,  and  tags 
the  wall  in  front.  As  soon  as  he  passes  out  of  the 
aisle,  all  the  other  players  move  to  the  seat  behind, 
thus  leaving  the  front  seat  vacant.  As  soon  as  the 
runner  touches  the  wall  in  front,  he  runs  back  and 
sits  down  in  the  front  seat.  Immediately  he  raises 
his  hand,  which  is  the  signal  for  the  last  player  in 
the  row  to  run  forward  in  the  same  manner  as  the 
preceding  one.  Play  continues  in  this  way  until  each 
person  in  the  row  has  had  an  opportunity  to  run. 
The  line  wins,  whose  players  first  reach  their  original 
seating  positions. 

This  is  a  popular  game  and  interest  may  be  added 
by  dividing  the  players  into  teams,  and  playing  a 
series  of  games.  In  arranging  the  players  for  run- 
ning, care  must  be  taken  to  have  players  of  equal 
ability,  opposing  each,  other. 

(4)  Going  to  Jerusalem 

Number  of  players:     7  or  more. 

Formation:  Standing  in  aisles  in  position  for  march- 
ing. The  group  should  be  arranged  in  such  a  man- 
ner, that  there  is  one  less  seat  than  players.  The 
seats  counted  out  may  be  designated  by  placing  a 
book  or  any  object  on  the  desk. 

Game:  The  players  march  up  and  down  the  aisles 
between  the  seats.  The  teacher  claps  her  hands  which 
is  the  signal  for  every  player  to  sit  in  a  seat.  One 
player  will  be  left  out,  and  he  must  go  and  sit  down. 
Then  another  seat  is  counted  out,  the  desk  marked, 
and  the  game  starts  again.  If  time  will  permit,  it 
is  much  sport  to  continue  the  game  until  there 
are  two  players  marching  around  one  seat.  The  one 
securing  the  seat  this  last  time  is  declared  the  win- 
ner. If  two  players,  at  any  time,  sit  in  the  same  seat, 
the  one  securing  the  seat  first,  holds  it.  Music  for  the 
marching  will  add  much  interest  to  this  game.  When 
the  music  stops,  that  is  the  signal   to  find   a  seat. 

(5)  Changing  seats 

Number   of  players:      Any  number. 
Formation :     Sitting  in  the  seats. 
Game:      The    teacher    must   give    directions    in    this 
game.     After  the  children  have  learned  the  game  some 
one   from   the   grade   may   be   chosen    for  the   teacher. 
The  commands  are  as  follows: 
"Change  right!" 
"Change  left!" 
"Change  forward!" 
"Change  backward!" 
Each  time  a  row  of  children  will  be  left  out.     They 
may   remain   standing   in   the   aisle    until   a   command 
comes    which   will    allow    them    an    opportunity   to   sit 
down    or   they   may   run   around   to   the   opposite   side 


APPENDIX 


169 


of  the  room  and  take  the  vacant  seats.  The  success 
of  the  game  depends  entirely  upon  the  commands  from 
the  teacher.  If  these  commands  are  given  rapidly  and 
with  unexpected  changes  the  game  will  be  most  in- 
teresting. 

(6)     Guess  Who 

Number  of  players:     4  or  more. 

Formation:  Standing  in  a  line,  side  by  side,  with  the 
leader  in  the  middle  and  an  odd  player  in  front  of 
the  line,  facing  it. 

Game:     The  player  in  front  asks: 

"Where  is  my  friend?" 
The  players  in  the  line  answer: 

"We  don't  know." 
The  player  in  front  asks: 

"Will  you  go  and  find  him  for  me?" 
The  players  in  the  line  answer: 

"Yes,  we  will." 
The  player  in  front  says: 

"Place  your  finger  on  your  lips  and  follow  me." 

The  player  in  front  then  turns  around,  and.  with 
his  finger  to  his  lips,  runs  to  another  part  of  the  room. 
All  the  other  players  follow  him,  each  one  with  finger 
to  his  lips.  When  the  line  has  reached  some  other 
part  of  the  room,  the  odd  player  stops  with  his  back 
to  the  line.  Immediately,  the  players  in  the  line 
exchange  places  (under  the  direction  of  the  person 
in  the  middle  of  the  line)  so  that  the  relative  posi- 
tions are  not  the  same  as  at  the  beginning  of  the 
game.  The  leader  selects  a  player  from  the  line  and 
this  player  steps  up  behind  the  odd  player  and  says 
(assuming  an  unnatural  tone):  "Guess  who  is  heir' 
If  the  odd  player  guesses  correctly  he  returns  to  the 
line  and  the  player  from  the  line  becomes  "it."  Other 
wise  the  odd  player  must  repeat  the  dialogue,  and 
tinue  the  game  as  in  the  preceding  case. 

If  the  children  find  it  difficult  to  miess  correctlj  al 
first,  they  may  be  given  two  or  three  "guesses,"  un- 
til they  are  accustomed  to  the  game. 


2.     With  material 

a.     Playground 

(1)     Newcomb 


Number  of  players:     10  or  more. 

Material:      A    small    rope    thirty    to  long, 

and  a  basket  ball. 

Field    of    play:      A    rectangular    space.      Draw    two 
lines  two  or  three  feet  each  side  id'  an  Imaginary  "  ater 
line.     The    space    included     between     these     lines     la 
neutral   territory.      Stretch    Hi''    rope 
line,  being  careful   that  it   is  at    I  fool    nil 

than  the  tallest  player. 


22 


170 


STATE  MANUAL  AND  COURSE  OF  STUDY 


NEW  COMB. 

Game:  The  ball  is  put  in  play  by  tossing  it  up  be- 
tween two  players,  one  from  each  team.  As  the  ball 
comes  down,  each  one  tries  to  bat  it  with  the  open 
hand.  The  successful  one  wins  the  first  throw  for 
his  team.  Each  side  tries  to  score  a  point  by  throw- 
ing the  ball  over  the  rope  in  such  a  manner  that  it 
will  strike  the  ground  in  the  opponent's  territory. 
Each  team  tries  to  catch  the  ball  before  it  strikes  the 
ground,  and  thus  prevent  the  opposing  team  from 
scoring.  The  side  scoring  the  first  ten  points  wins 
the  game.  Much  interest  may  be  added  by  playing 
a  series  of  games. 

The  following  count  as  fouls  and  score  one  point 
each  for  the  opposing  team. 

1.  The  ball   passing  under  the   rope. 

2.  The  ball  touching  rope  as  it  passes  over. 

3.  The  ball  falling  on  the  neutral  ground  after  pass- 
ing over  the  rope. 

4.  A  player  stepping  on  neutral  ground  when  throw- 
ing or  receiving  the  ball. 

5.  The  ball  striking  outside  the  field  of  play  before 
any  player  has  touched  it. 


(2)     Stealing  Sticks 

Number  of  players:    6  or  more. 

Material:  Six  or  eight  sticks.  Handkerchiefs  to 
mark  the  players  of  one  team. 

Field  of  play:  Divide  the  playing  space  by  a  line 
in  the  center,  and  mark  off  a  goal  at  each  end  of  the 
field.  Place  half  the  number  of  sticks  used  in  each 
goal. 

Formation:  Players  form  in  two  rows  facing  each 
other,  one  row  on  each  side  of  the  center  line.  The 
object  of  the  game  is  to  carry,  one  at  a  time,  all 
the   sticks    from   the   opponent's   goal    and   place   them 


APPENDIX  17] 

in    the   home   goal.      As    soon   as    a   player    crosses    the 
line  with  both  feet,  he  may  be   tagged    by   any   player 
from  the  opposing  team.     Il   he   reaches  the  opponent's 
goal    in   safety   he    may    take   one    stick    and    return    to 
his  home  goal   unmolested.     If  caughi    before  reaching 
the  goal,   he  becomes  a   prisoner  and   is  placed   in 
opponent's  goal   where   he   must   remain    until    released 
by   a   player    from    his   side.      The    rule 
carrying  of  sticks  also  govern  the  releasing  of  prison 
ers.     So  long  as  any  member  of  one  side  is  a  prisoner, 
that    side    may    not    take    sticks    from    its    opponent's 
goal.     The   game   is  won   by  the  side   which   first  suc- 
ceeds in   carrying  away  all  of  the  sticks  from  the  op- 
ponent's goal. 

b.     Schoolroom 

(1)  All  Up  Relay 

Number   of  players:      4    or  any   even   number. 

Material:  Six  small  sticks  of  wood,  which  have 
been  cut  squarely  in  order  that  they  will  stand  on 
end  without  support. 

Formation:  Two  parallel  lines  facing  toward  the 
front,  players  standing  one  behind  the  other.  At  an 
equal  distance  from  the  head  of  each  line,  draw  two 
parallel  chalk  circles.  Within  one  circle  stand  three 
sticks  Directly  in  front  of  each  leader,  and  the  same 
distance  from  the  upright  sticks,  draw  a  chalk  line 
which  all  players  must  stand  behind  until  they  have 
been  "touched  off." 

Game:  At  a  given  signal,  each  leader  runs  forward 
to  the  sticks,  and  picking  them  up,  one  at  a  time,  he 
transfers  the  sticks  from  one  circle  to  the  other.  As 
soon  as  the  last  stick  is  in  position,  he  calls  "All  up," 
runs  back  to  his  line  and  ••touches  off"  number  2  by 
slapping  the  palm  of  number  2's  outstretched  band 
Number  2  then  runs  forward  and,  one  at  a  time, 
transfers  the  sticks  in  the  same  manner  thai  number 
1  did.  As  soon  as  number  1  ''touches  off"  number  '-'. 
number  1  passes  to  the  foot  of  the  line.  The  game 
continues  until  every  one  in  the  line  has  had  an  op 
portunity  to  transfer  the  sticks  from  one  circle  to 
the  other.  The  side  finishing  first  wins  the  game.  If 
the  sticks  are  knocked  down,  or  if  they  fall  down,  they 
must  be  placed  upright  before  the  next  player  can 
start. 

(2)  Club  Snatch 

Number  of  players:     4  or  any  even  number 

Material:  Indian  club  or  a  small  stick  of  wood 
which  will  stand  upright.  Sometimes  a  handkerchief 
is  placed  on  top  of  the  Indian  club  or  the  stick  of 
wood,  and  it  is  "snatched"   instead  of  the  club. 

Formation:  Two  lines,  players  standing  side  by 
side,  and  each  line  equally  distant   from  the  club. 

Game:  At  a  signal  given  by  the  teacher,  number 
1  from  each  line  runs  up  to  the  club,  tries  to  natch 
it  and  endeavors  to  run  hack-  to  bis  own  line  befon 
the  other   number   1   can    tag   him.      tf    b  dfl    In 

doins^    so,    he    scores    nno    point     for    his      Ide        If    he 
is  touched    by   the  one   from   th<    oppoain  'hen 

the  opposing  team  scores  a   point,     play   continues   in 


172 


STATE   MANUAL  AND  COURSE  OF   STUDY 


this  way  until  all  have  had  a  chance  to  snatch  the 
club.  The  side  having  the  greatest  number  of  points, 
wins  the  game.  It  is  important  in  lining  up  the 
teams,  to  have  players  of  equal  ability,  opposing  each 
other.  When  there  are  many  players,  interest  is  added 
by  dividing  each  team  into  three  or  four  groups, — 
the  total  score  of  the  various  groups  making  up  the 
score  of  the  team. 

With  Singing 

a.    Playground 

(1)      Carrousel    (Merry-Go-Round) 

Number:     Any  even  number. 

Formation:  Double  circle,  all  facing  center.  Inside 
circle  join  hands.  Outside  people  place  hands  on 
partners'  hips. 


CARROUSEL    (MERRY-GO-ROUND). 


Part  I.  First  measure — 1.  Make  a  long  slide  to  left 
with  left  foot;  2.  Close  right  foot  to  left;  3  and 
4.  Repeat.  Repeat  all  to  the  6th  measure;  during  6th 
and  7th  measure  make  stamps  instead  of  slides,  2  to 
a  measure.  Stamp  on  the  words  "up,"  "mate,"  "sure- 
ly," "late." 

Part  II.  Continue  sliding  to  the  left  as  before  but 
in  quicker  time. 

Note:  In  repeating,  each  person  from  the  inside 
circle  passes  to  the  outside  circle.  To  be  played  vigor- 
ously to  imitate,  as  much  as  possible  the  swing  of  the 
Merry-Go-Round. 


APPENDIX 


173 


CARROUSEL    (MERRY-GO-ROUND). 
A  floderato    con  moto(J-84) 


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(2)     Broom  Play 

Number:     5  or  any  odd  number. 

Formation:  In  two  lines  with  hands  joined  An 
extra  placer  stands  between  the  lines,  with  a  broom 
in  her  hands. 

Part  I.  With  four  walking  steps  each  line  advances 
toward  the  opposite  line.     Measures    I    and   2 

Part  II.  With  four  walking  steps  each  line  movea 
backward.     Measures  3  and  4. 

Part  III.     Repeat  I  and    ll.     Measures   5   to   v 
ing  this  time  the  player  between  the   lines  moves  tor- 
ward  and  backward  looking  for  her  partner. 

Part    IV.      All    players    skip    forward    to    Join    hands 
with  partner,  and  skip  around   In  a  small  circle.     The 
"broom    man"    tries    to   steal    a    partner.     The    | 
left  out  must  play  with   the  broom. 

B.  Measures  1  to  8.  Repeat  entire  play  as  often 
as  desired. 


174 


STATE  MANUAL  AND  COURSE  OF  STUDY 


BROOM   PLAY. 


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APPENDIX 


17." 


(3)      Pop  Goes   the  Weasel 

Number:     G  or  any  multiple  of  six. 

Formation:       In    two    lines    facing    partners.      Num- 
bered off  by  3*s. 

Words  to  sing:      A  penny   for  a  spool   of  thread, 

A  penny  for  a   needle; 

That's   the  way   the   money   goes, 

Pop  goes  the  weasel. 


POP    GOES    THE     WEASEL. 


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and  skips  down  back  of  his  line  and  returns  to  his 
place.     16  counts. 

Part  II.     Each  number  1  joins  inner  hand  with   pari 
ner    and    together    they    skip    down    between    the    lines 
and  back  again.     1.6  counts. 

Part    III.     Couple    uumber    l    now    forms   a   circle   of 
3   by   joining   hands    with    cumber    2    on    the    left,    and 
all  'skip    around     for    12    counts.      This    should    bring 
number    2    opposite    her   own    place.      As    the   childreu 
sing  the  last   line  "Pop  Goes  the  Weasel,"  couple  num- 
ber  1   raise  joined    hands   and    number   2   passes   under 
their   arms   to   her   place   in    the    lin<       Couple    number 
1   repeats   the   circle   of   3    with    the   other    numbei 
and  also  with  each  number  3.     This  brings  couple  num 
ber    1    to    the    fool    of    the    lin<    .      Couple     uumber 
repeats  the  play,  then  couple  number  3 

When  the  player  passes  under  the  raised  arms  a1 
the   word   '-pep."   all    th<    othei  tand 

ing  in  line,  clap  hands  sid<  A'"'1   '" 

ward  the  front. 


176 


STATE   MANUAL   AND  COURSE  OF   STUDY 


(4)     Visiting 

Number:      8  or  any  multiple  of  eight. 

Formation:      In  couples   forming  a  square  as  shown 
in   the  cut.     Inside  hands  joined. 


VISITING    PLAY. 

Part  I.  Beginning  with  the  right  foot,  couples  num- 
ber 1  and  2,  advance  toward  each  other  three  steps, 
and   bow.     Measures  1  and  2. 

Part  II.  Beginning  with  the  left  foot  couples  num- 
ber 1  and  2  retire  with.  3  steps  and  how.  Measures  3 
and  4. 

Part  III.  Couples  number  1  and  2  repeat  I  and  II. 
Measures  5  to  8. 

Part  IV.  Couples  3  and  4  execute  I,  II  and  III. 
Measures  1  to  8,  repeated. 

Part  V.  Couples  3  and  4  form  arches  by  joining  in- 
side hands.  Couples  1  and  2  advance  toward  the 
center  (with  a  skipping  step)  join  inside  hands  with 
the  persons  they  meet  from  the  opposite  side  (the  boy 
turning  left,  the  girl  turning  right)  and  pass  under 
the  arches.  Immediately,  they  separate  to  right  and 
left  and  return  to  partners.     B.     Measures  1  to  4. 

Part  VI.  Still  skipping,  join  hands  with  partner  and 
swing  around  vigorously  in  a  circle.  B.  Measures 
5  to  8. 

Part  VII.  Couples  1  and  2  form  arches  while  couples 
3  and  4  execute  V  and  VI. 


b.     Schoolroom 

(1)     Up  to  the  Moon 


Number:     2  or  any  even  number. 

Formation:  Standing  in  the  aisles  in  couples,  num- 
ber 1  in  front  with  hands  on  the  hips,  and  number 
2  behind  number  1  with  hands  on  the  shoulders  of 
number  1. 


APPENDIX 


177 


Words  to  sing: 

Guess  where   I    would   like   to  go,   like   to  go,    like 

to  go, 
Up  to  the  moon  in  a  bright  rainbow. 
Up  to  the  moon  in  a  rainbow. 

Yes,  yes,  that  would  be 

Great,  great  fun  for  me, 
That  would  be  great  fun  for  me 
To  go  up  to  the  moon  in  a  rainbow. 


visiting  play. 


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UP   TO   THE    MOON. 


178  STATE   MANUAL  AND  COURSE  OF   STUDY 

Part  I.  Number  1  turns  her  head  to  right,  while 
number  2  looks  over  her  right  shoulder  into  the  face 
of    number    1.      2    measures.      Repeat    turning   to    left. 

2  measures. 

Part  II.  With  a  jump  both  turn  to  the  left,  facing 
in  the  opposite  direction.  Repeat  1,  number  2  taking 
the  part  of  number  1  and  number  1  taking  the  part 
of  number  2.     4  measures. 

Part  III.  With  a  jump  number  2  turns  around  and 
faces  number  1.  Both,  with  heels  together  and  hands 
on  hips,  make  a  bow.     1  measure.     Clap  hands  together 

3  times    in    front    of     face.       1    measure.      Repeat.      2 
measures. 

Part  IV.  Hold  up  right  forefinger  (left  hand  under 
right  elbow)  and  make  3  threatening  gestures  toward 
partner.  1  measure.  Change  position  of  hands  and 
repeat.     1  measure. 

Part  V.  On  the  15th  measure  all  swing  around  to- 
ward the  left,  clapping  each  other's  right  hands  while 
passing,  at  the  word  "up."  Finish  the  turn  with  two 
stamps  on  "rainbow." 

Part  VI.  Take  the  same  position  as  in  I  and  repeat 
the  play. 

II.     Gaines   for   the   Smaller  Children. 

1.  Playground 

a.  Jack   Be   Nimble 

Number   of  players:      Any   number. 

Material:  Any  object  six  or  seven  inches  long,  that  will 
stand  upright  like  a  candlestick. 

Formation:  Players  stand  in  a  line  ready  to  run  forward 
and  jump  over  the  "candlestick." 

Game:  Player  number  1  runs  forward  and  jumps  with  both 
feet  at  once  over  the  "candlestick,"  while  all  the  players  re- 
peat the  rhyme: 

"Jack  be  nimble. 

Jack   be  quick, 

Jack  jump  over  the  candlestick." 

Play  continues  in  this  way  until  each  one  has  had  an  oppor- 
tunity  to    jump. 

b.  Shadow  Tag 

Number  of  players:    4  or  more. 

Formation:  Each  player  to  stand  alone  anywhere  within 
the   playing  space,   one   player   to  be  "it." 

Game:  "It"  tries  to  step  or  jump  on  the  shadow  of  some 
other  player.  When  he  is  successful  he  calls  out  the  name  of 
the  player  and  that  person  becomes  "it."  The  game  may  con- 
tinue as  long  as  desired.  Small  children  delight  in  this  simple 
play.     A  sunny  day  is  the  only  requisite  for  the  game. 

2.  Schoolroom 

a.     Wee  Bologna  Man 

Number  of  players:     3  or  more. 

Formation:  Standing  in  the  aisles  facing  toward  the  front 
of  tlio  room.     Number  the  lines   from   right  to  left. 


APPENDIX  179 

Game:  The  first  person  in  line  number  1  steps  out  in  fronr. 
of  the  players  and  repeats  the  following  verse: 

"I'm  the  wee  Bologna  Man, 

Always  do  the  best  you  can. 

To  follow  the  wee  Bologna  Man." 

While  repeating  this  verse  he  takes  some  exercise,  which  all 
the  children  can  imitate  in  place.  For  example,  he  may  jump 
and  turn  around  twice  in  place,  hop  on  one  foot,  hop  on  both 
feet,  swing  the  arms  like  a  windmill,  or  do  any  gymnastic 
exercise.  As  soon  as  he  has  finished  he  runs  to  the  foot  of 
his  line,  and  the  leader  from  line  number  2  steps  out  in  front 
and  conducts  the  play.  The  game  continues  in  this  way  un- 
til the  time  is  up,  each  leader  following  rapidly  the  one  pre- 
ceding him.  The  leaders  must  be  alert  every  minute  to  make 
the   game   a  successful   one. 

b.     Cat  and  Mice 

Number  of  players:      3  or  more. 

Formation:  One  player  must  be  chosen  for  the  "cat."  All 
others  remain  sitting. 

Game:  The  "cat"  hides  under  the  teacher's  desk.  When  the 
"cat"  is  out  of  sight  the  teacher  signals  to  the  children  and 
they  creep  quietly  up  to  the  desk.  When  all  of  them  are  near 
enough  to  place  a  hand  on  the  desk,  they  try  to  scratch  on  it  in  a 
way  that  represents  the  nibbling  of  mice.  When  the  "cat"  hears 
the  "mice"  nibbling,  she  scrambles  out  and  tries  to  catch  them. 
The  "mice"  make  themselves  safe  by  running  to  their  seats. 
If  the  "cat"  catches  a  "mouse"  the  "mouse"  becomes  the 
"cat"  and  the  play  is  repeated.  If  no  "mouse"  is  caught  the  same 
"cat"  may  hide  again  or  the  teacher  may  choose  a  new  "cat." 
If  there  are  more  than  ten  "mice,"  it  is  better  to  have  half 
of  them  play  once  and  then  the  other  half  play  once. 


III.     Games  for  the  Larger  Girls 
1.     Playground 

a.     Prince  of  Paris 


Number  of  players:      Any  number. 

Formation:     Sitting  on  the  ground  in   a  line,  or  standing   In 
a  line.     A  leader  standing  in  front. 

Game:     The  leader  starts  the  game  by  saying:     "The  Prince 
of  Paris  has  lost  his  hat.     Did  you  find   it.  Numb  r  3,  Sir/" 
sitting    (if  standing,  number  3   simply   steps   forward)    number 
3  immediately  jumps  to  her  feel   and   responds: 
"What,  sir!    I.  sir?" 
The  leader  responds: 

"Yes.  sir!   You,  sir!" 
Number  3  responds: 

"No,  sir,  not  I,  sir!" 
The  leader  asks: 

"Who  then,  sir?" 
Number  3   answers: 

"Why.  number  6,  sir." 
Number  c,   immediatelj   jumps  to  her  teei   and  responds: 

"What,  sir!    I.  sir?" 
The  leader  answers: 

"Yes,  sir!  You,  sir." 
Number  6  says: 
"Not  I,  sir." 


182  STATE  MANUAL  AND  COURSE  OP  STUDY 

other  section  from  intercepting  it  or  gaining  possession  of  it 
by  picking  it  up  from  the  ground  after  a  muff.  When  the  other 
side  gets  the  ball  they  are  to  try  and  prevent  the  side  which 
first  had  the  ball  from  regaining  possession  of  it. 

b.     Track  and  Field  Athletics 

The  following  "Track  and  field"  events  are  some  of  those 
which  occur  in  all  high  school  meets  and  in  County  Field 
Days,  held  in  some  counties  in  connection  with  the  eighth  grade 
graduating  exercises.  Every  rural  boy  who  hopes  to  attend 
a  high  school  and  all  others  should  be  interested  in  finding 
what  he  can  do  in  these  events. 

(1)  Standing  Broad  Jump 
Material:      Piece  of  two-by-four   wood. 

Place  a  piece  of  two-by-four  wood  in  the  ground  on  a  level 
with  the  surface.  Jumper  must  stand  upon  this.  Bend  at  the 
knees,  draw  the  arms  back,  then  throw  the  arms  forward  at  the 
same  time  springing  forward  with  all  the  might,  knees  drawn 
up  as   far   as  possible  while  in   the  air. 

To  get  the  distance,  measure  from  the  nearest  edge  of  the 
two-by-four  to  where  feet  or  body  touched  the  ground. 

The  ground  where  the  jumper  is  to  land  should  be  softened 
by  digging  with  the  spade,  unless  it  is  already  quite  soft. 

(2)  Running  Broad  Jump 

Same  as  above  with   a   running  start. 

(3)  Standing  Hop-step-and-jump 

Take  same  position  as  in  broad  jump.  Hop  forward,  landing 
on  the  left  or  right  foot,  instantly  step  forward  landing  on  the 
opposite  foot,  and   then   jump   forward   landing  on   both   feet. 

The  hop-step-and-jump  is  continuous. 

Measure  the  same  as  in  the  broad  jump. 

(4)  Running  Hop-step-and-jump. 

Same  as  above,  but  from  a  running  start. 

(5)  Running  High  Jump 

Material:  Two  strips  of  wood  two  inches  wide  and  six 
feet  long.  Drive  these  upright  into  the  ground  six  or  eight 
feet  apart.  Every  two  inches  tore  holes  in  them  the  size  of  a 
large  nail,  starting  about  two  feet  from  the  ground  and  going 
to  a  height  of  about  five  feet.  Get  a  light  pole  about  ten  feet 
long.  Place  a  nail  in  the  holes  of  each  upright  at  a  low  height 
on  the  opposite  side  from  which  the  jumper  starts.  Across 
these  nails  lay  the  pole.  The  jumper  may  run  at  an  angle 
from  the  right  side.  When  about  two  feet  from  the  pole,  he 
should  leap  from  the  left  foot,  throwing  his  right  foot  up  and 
over  the  pole,  followed  by  his  left,  and  landing  on  his  right 
foot. 

This  may  be  done  the  same  way  from  the  left  side,  in  which 
case  the  jumper  should  leap  from  the  right  foot,  or  it  may 
be  done  by  running  straight  at  the  pole  and  bringing  the 
knees  up  as  high  as  possible  after  leaping  from  either  foot. 

(6)  Standing  High  Jump 

Stand  with  the  right  or  left  side  to  the  bar,  lean  slightly 
toward  the  bar,  and  leap  as  in  the  running  jump,  throwing  the 
arms  upward  and  backward   with  tremendous  force. 


APPENDIX 


183 


RUNNING    HIGH    JUMP. 


SHOTPUT,    FIRST    POSH 


180  STATE  MANUAL  AND  COURSE  OF  STUDY 

The  leader  asks: 
"Who  then,  sir?" 

Number  6  responds: 
"Number  2,  sir." 

Number  2  immediately  jumps  to  her  feet  and  the  conversation 
is  repeated.  The  leader  endeavors  to  repeat  the  first  statement, 
"The  Prince  of  Paris  has  lost  his  hat,"  before  the  last  number 
called  can  reply,  "What,  sir!  I,  sir?"  If  she  succeeds,  she 
may  exchange  places  with  the  person  found  "napping."  If 
any  player  forgets  the  response,  the  leader  may  exchange 
places  with  her. 

b.     Corner  Ball 

Number  of  players:     8  or  more. 

Material:  Basket-ball.  Handkerchiefs  to  mark  the  players 
of  one  team. 

Field  of  Play:  A  space  twenty-five  by  thirty  feet  is  a  good 
one  for  this  game,  although  one  smaller  or  larger  may  be 
used.  This  is  divided  across  the  center  by  a  straight  line. 
In  the  far  corners  of  each  half  a  small  square  goal  is  marked 
out,  there  being  two  goals  in  each  half. 

Formation:  The  players  divide  themselves  into  two  teams 
and  each  takes  position  on  one  side  of  the  field  and  stations 
a  goal  man  in  each  goal  on  the  opposite  side.  The  players 
may  go  any  place  within  the  limits  of  their  own  court  except 
in  the  opponent's  goals,  but  will  see  that  the  opponent's  goals 
are  well  guarded. 

Game:  The  ball  is  put  in  play  by  tossing  it  up  the  same 
as  in  Newcomb.  The  object  of  the  game  is  to  throw  the  ball 
across  to  the  goal  men  stationed  in  the  opponent's  territory. 
A  point  is  scored  each  time  a  goal  man  succeeds  in  catching 
the  ball.  The  goal  men  must  always  keep  both  feet  within 
the  goal,  but  are  allowed   to  jump  up  to  catch  the  ball. 

The  following  fouls  should  be  called: 

1.  Running  with  the  ball. 

2.  Striking  or  touching  the  ball   when   it  is  in  the  hands 
of  a  player. 

3.  Any  rough  play. 

4.  Stepping    out    of    the    field    of    play    with    one    or    both 
feet. 

The  penalty  for  a  foul  is  forfeiting  the  ball  to  the  opposite 
side. 

When  the  ball  leaves  the  field  of  play  it  must  be  carried  to 
the  place  where  it  crossed  the  line,  and  from  this  point  thrown 
to  a  guard  before  it  can  be  thrown  to  a  goal  man. 

2.     Schoolroom 

a.     Poor  Pussy 

Number  of  players:    3  or  more. 

Formation:  One  player  is  chosen  for  "Pussy,"  and  all  the 
others  sit  anywhere  in  the  room. 

Game:  "Pussy"  steps  up  in  front  of  a  player,  and  kneels. 
In  this  position  she  me-ouws  as  many  times  as  she  cares  to, 
and  with  as  many  variations  in  voice  and  manner  as  she 
chooses.  The  player  sitting  must  stroke  "Pussy"  on  the  head 
three  times  and  say  as  she  pets  her,  "Poor  Pussy!"  "Poor 
Pussy!"  "Poor  Pussy!"  This  must  all  be  done  without  smiling. 
If  the  player  smiles  while  she  is  petting  "Pussy,"  she  must 
exchange  places  with  her.  If  "Pussy"  does  not  succeed  in  mak- 
ing the  player  smile  then  she  must  pass  on  to  some  one  else 


APPENDIX  Igl 

and  repeat  the  play.     This  simple  game  is  very   amusing  and 
always  affords  much  sport. 

b.     Bean  Bag  Game 

Number  of  players:      4  or  any  even  number. 

Material:     Four  sticks  that  will  stand  upright,  and  two  bean 


Formation:  The  players  stand  in  two  lines,  each  line  equal- 
ly distant  from  two  sticks,  which  stand  upright  about  eight 
inches  apart.  The  players  should  be  at  least  ten  feet  from 
the  sticks,  and  a  line  should  be  drawn  on  the  floor,  back  of 
which  the  players  must  stand  to  throw. 

Game:  Each  player  is  given  an  opportunity  to  slide  the 
bean  bag  on  the  floor  in  such  a  way  that  it  will  pass  between 
the  sticks  without  knocking  them  down.  The  player  scores 
one  point  for  her  side  whenever  she  is  successful.  The  total 
number  of  points  determines  the  score  for  each  team. 


IV.     Games  for  the  Larger  Boys 
1.     Playground 

a.     Baseball 


(1)     How  to   Catch  a  Ball 

A  ball  that  cames  to  a  catcher  as  high  or  higher  than  the 
breast  should  be  caught  by  the  hands  in  the  following  posi- 
tion: Turn  the  hands  so  that  the  thumbs  are  on  the  inside 
with  the  fingers  pointing  upward.  For  lower  balls,  place  the 
little   fingers  together,  all   fingers  pointing  toward  the  ground. 

(Throwing  and  Catching 
Material:     A  baseball. 

Place  the  boys  in  two  lines  facing  each  other  at  least  50 
feet  apart.  First  boy  in  line  number  one  throws  a  ball  to 
the  boy  opposite  him  in  line  number  two,  and  he  returns  it  to 
boy  number  two   in   line  number  one,  and  so  on. 

Make  the  throw  accurate  and  be  sure  to  catch  the  ball  cor- 
rectly. 

(3)  Touching  the  Runner 

Place  the  boys  in  lines  in  front  of  a  leader.  Leader  goes 
through  the  motion  of  throwing  a  ball  at  them.  They  all 
go  through  the  motion  of  catching  the  ball  and  touching  the 
ground  with  it. 

(a)  On  the  left  side 

(b)  On  the  right  side 

(c)  In  front. 

After  touching  the  ground,  each  player  goes  through  the 
motion  of  returning  the  ball  to  the  leader. 

(4)  Go  through  the  same  motion  individually  with  a  real 
baseball 

(5)  Keep  Ball 

Material:     Baseball. 

Divide  the  boys  into  two  sections  equal  in  number.  The 
members  of  one  section  take  the  ball  and  run  around  throwing 
it  back  and  forth  to  each  other,  trying  to  keep   throwing   the 


184 


STATE   MANUAL  AND  COURSE  OF  STUDY 


(7)      Putting  Shot 

Materials:  A  stone  as  nearly  round  as  possible  and  weighing 
about  eight  or  ten  pounds.  Draw  a  circle  seven  feet  in  diam- 
eter. 

Boy  takes  the  stone  in  his  hand,  holding  it  as  near  his 
shoulder  as  possible  and  stands  near  the  back  of  the  circle. 

To  put  the  stone,  the  boy  takes  two  small  hops  forward, 
with  one  leg  ahead  of  the  other  and  pushes  the  stone  outward 
and  upward  to  as  great  a  distance  as  possible  without  step- 
ping out  of  the  circle.  A  right  handed  boy  should  hop  on  the 
right  foot,  with  left  leg  in  advance  and  stone  in  right  hand. 
At   the   moment   of    his   "put,"    however,   he    should    swing  the 


SHOTPTJT,    DELIVERY. 

right  hand  and  the  right  foot  around  far  in  advance  of  left 
hand  and  foot.  After  putting  the  shot,  the  boy  must  walk  out 
of  the  back  half  of  the  circle,  otherwise  the  throw  does  not 
count. 

Measure   from   where   the  stone  strikes   to   the   nearest   part 
of  the  circle. 


(8)      Sprinting 

Draw  a  line  across  the  road.  At  the  words,  "Get  on  your 
marks,"  each  boy  who  is  to  run  takes  his  place,  one  foot  about 
eight  inches  from  the  line,  the  other  about  fourteen  inches 
behind  that,  hands  touching  the  line,  and  knees  bending,  with 
one  knee  on  the  ground.  "Get  set"  means  for  each  to  raise 
the  knee  from  the  ground,  look  straight   down  the  track  and 


APPENDIX. 


185 


be  ready  to  go  at  the.  signal.  At  the  clap  of  the  hands  they 
are  off,  each  trying  to  win  by  being  the  first  to  cross  a  cer- 
tain line  down  the  road. 

c.     Chinning 

Material:  Find  a  place  higher  than  the  boy  can  reach  from 
the  ground,  but  one  which  he  can  jump  up  and  hold  on  to;  as, 
limb  of  a  tree,  or  door  casing. 

Jump  and  grasp  limb  with  both  hands,  turning  the  palms 
toward  the  face,  keeping  tbe  feet  together.  Raise  and  lower 
the  body,  alternately,  touching  the  limb  with  the  chin  and 
straightening  the  arms  as  many  times  as  possible  without 
touching  the   ground  with  the  feet. 


CHINNING. 


d.     Bull  in  the  Ring 

Number  of  players:     8  or  more. 

Formation:     In  a  circle  with  hands  Joined,  the  "bull"  Btand 

^amV^l'he  "bull"  tries  to  break  through   between  the  pla> 
ers   in   the   circle,   while   all   try   to    prevenl    him    by   noli 
strongly  with  the  hands.    When  the  "bull"  succeeds  in  break- 
ing  through,    all   give   chase   and   the  one   catching   him    first 
becomes  "bull"  for  the  next  time. 


24 


186  STATE   MANUAL   AND  COURSE  OF  STUDY 

e.    Trades 

Number  of  players:      Any  number. 

Formation:  Two  teams,  each  standing  back  of  a  goal  line. 
The  goal  lines  may  be  any  distance  apart. 

Game:      After    deciding   how    to   represent   some    occupation, 
group  number  1  advances  toward  group  number  2,  saying: 
"Here  are  some  men  from  Botany  Bay 
Got  any  work  to  give  us  today?" 
Group  number  2  asks:  : 
"What  can  you  do?" 
Group  number  1  responds: 

"Anything." 
Group  number  2  says: 
"Set  to  work  then!" 
Immediately    group   number    1     begins     pantomimic     motions 
which  are  characteristic  of  the  occupation  they  have  chosen  to 
represent.     Group  number  2  guesses  what  the  motions  indicate. 
If  they  guess  correctly,  then  they  may  have  an  opportunity  to 
represent    some    trade.      Should    group    number    2    fail,    then 
group  number  1  has  another  trial.     The  instant  a  group  guesses 
correctly,  they  may  tag  the  players  in  the  opposite  group,  and 
if    any    of    them    are   caught    before    reaching    their    goal    line, 
they    must    join    .the    opposite    group.      The    side    winning    all 
of    the    players    is    victorious.      Much    interest   is    added   to   the 
game   when    occupations   are   chosen   which   include    many   dis- 
tinct movements. 

2.     Schoolroom 

a.  Japanese  Crab  Race 

Number  of  players:     Any  number. 

Formation:  Arranged  in  a  position  to  run  backward  on 
hands  and  feet,   ("all  fours"),  with  heels  on  a  line. 

Game:  At  a  signal  all  the  "crabs"  start,  each  one  trying 
to  reach  the  goal  line  first.  If  there  are  players  enough  to 
have  teams,  much  sport  is  added  if  the  game  is  conducted  as 
in  club  snatch.  For  example,  allow  four  players  to  race  at 
a  time,  two  from  each  side.  The  ones  crossing  the  goal  line 
first  and  second,  each  scoring  a  point  for  his  team.  This  game 
affords  much  fun  for  all,  participants  and  observers. 

b.  Stride  Ball 

Number:      6  or  more. 

Material:      A   baseball   or  a   basketball. 

Formation:     The  players  stand  in  two  lines  with  feet  apart. 

Game:  At  a  given  signal  player  number  1  from  each  line 
starts  the  ball  rolling  down  the  line  between  the  feet  of  the 
players.  When  the  ball  reaches  the  last  player,  he  runs  with 
it  to  the  head  of  the  line,  and  starts  it  down  again.  Play  con- 
tinues in  this  way  until  the  first  player  of  one  line  reaches 
his  original   position.     This  determines  the   winning  team. 

Should  the  ball  stop  at  any  time,  or  roll  out  between 
the  feet,  the  player  before  whom  this  occurs  must  leave  the 
line,  get  the  ball,  and  start  it  on  again. 


APPENDIX.  lg7 

V.     Rhythmic  Plays  for  the  Whole  School 
1.     On  the  Green 

a.    The  Ribbon 

Number:     12  or  any  multiple  of  twelve. 

Material:  A  ribbon  for  each  participant.  A  strip  of  paper 
cambric  a  yard  long,  and  three  or  four  inches  wide  serves  the 
purpose  very  well. 

Formation:  Partners  facing  in  two  lines.  The  couples  are 
numbered  from  the  front  1,  2,  3,  4,  5,  6.  Hands  joined  bv 
means  of  the  ribbons. 


RIBBON    PLAY. 

Part  I.  With  four  sliding  steps  the  odd  couples  slide  under 
the  arms  of  the  even  couples,  and  at  the  same  time  the  even 
couples  take  four  sliding  steps  toward  the  odd  couples.  Re 
verse  the  movement.  Repeat  all  from  the  beginning  8  tneas 
ures. 

Part    II.      Couples    1    and    2    join    right     hands    across    in    pin 
wheel   fashion.     Couples   3    and    1,   .">   and    6    form    in    the 
position.      (Shown  in  the  picture.)      With  eight    skipping 
move  around  in  a  circle,  at   the  same  time  waving  ribbons  In 
the  opposite  hand.     Change   hands   and   skip   back   to  original 
position. 

Part  III.  Couple  number  6  forms  an  arch  by  joining  hands 
across,  while  all  other  couples  face  toward  the  front,  turn 
away   from   partners,   and   skip   around    to   the   end   of  the   line 

and  under  the  arch   formed   by  couple   qui  i   as 

all  couples  are  in  original  pi  imber  <;  slides  down 

the  middle  to  the  end  of  the  line  and  becomes  couple  num- 
ber 1.  This  changes  the  number  of  each  couple,  and  the  dance 
may  be  repeated  in  this  new  formation. 


188 


STATE  MANUAL  AND  COURSE  OF  STUDY 


RIBBON    PLAY. 


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b.     The  Bumble  Bee 

Music:     Any  schottische. 

Number:     4  or  any  multiple  of  four. 

Formation:     Front  line  of  fours  with  hands  joined. 

O  X  X  0     O-Girl,  X-Boy. 

Part  I.  Starting  with  the  right  foot,  take  three  running 
sters  forward  and  hop  on  fourth  count,  with  left  leg  extended 
forward.  Repeat  starting  with  the  left  foot.  Make  a  quarter 
turn    (dropping  hands)    left  and  hop,  step  back  and  hop,  step 


APPENDIX. 


189 


back  and  hop,  step  back  and  hop.     Repeat  until  original  posi- 
tion is  reached. 

Part   II.      Schottische   step    forward,  starting   with    the   right. 
foot.     Repeat  starting  with  the  left  foot.     Step  and   hop,   step 
and  hop,  step  and  hop,  step  and  hop.     On  the  four  steps 
hops,  the   two  boys   drop  hands,   and   pass  around  girl  as  she 
turns  under  upraised   arms.     Repeat  three  times. 

Part  III.     Repeat  I  and  II. 

Note:  Schottische  step, — three  running  steps  forward  and 
hop  on  fourth,  with  leg  extension  forward. 

c.     The  May-Pole 

Music:     Any  march. 

Number:  Any  even  number  above  12.  Twenty-four  children 
are  shown  in  the  cut. 

Material:  A  May-pole  which  stands  twelve  or  fourteen  feet 
high.  Streamers  (one  for  each  child)  about  four  inches  wide, 
and  at  least  six  feet  longer  than  the  pole.  Paper  cambric 
is  often  used  for  the  streamers  and  serves  very  well.  Two 
colors  are  necessary,  the  outside  people  having  one  color,  the 
inside  people  the  other  color. 

Formation:  In  couples  around  the  pole,  each  person  stand- 
ing with  the  right  hand  toward  the  pole,  and  each  couple 
standing  opposite  the  streamers  they  will  use  in  winding  the 
pole,   with   inside  hands  joined  and   outside  hand  on   the   hip. 


MAY-POLE    PLAY. 


Part  I.    Point  the  left  toe  forward  and  hold  bandB  at  Bhoulder 
height.     32  counts. 

Part  II.     Skip  around  the  pole.     32  counts 

Part  III.     Join  hands  in  a  single  circle,  all 
Hold  hands   high   and   move  forward   toward    th  ..units 

Move  backward  and   bow.     8  counts. 

Part    IV       Face    partner,    join    righl 
and   bow.     8   counts.     Continue    throu  ounta      (Do   ool 

hurry  this  movement.) 


190  STATE   MANUAL  AND  COURSE  OF  STUDY 

Part  V.  Swing  into  a  single  circle,  all  facing  the  pole  and 
with  a  sliding  step  move  to  the  left  16  counts.  Move  to  right 
16  counts. 

Part  VI.  Same  as  III.  On  last  8  counts  take  colors,  ready 
for  winding.     Face  partner. 

Part  VII.  Weave  streamers  in  and  out,  each  person  going 
around  the  pole  three  times. 

Part  VIII.  Turn  around  and  unwind.  (If  the  strain  of 
music  is  not  finished  when  all  have  reached  their  places,  just 
stand  in  place  facing  the  pole  until  the  strain  is  finished.) 

Part  IX.  Step  to  left  1,  swing  streamers  to  left  and  swing 
right  foot  to  left  2,  step  to  right  3,  swing  streamers  to  right 
and  swing  left  foot  to  right  4.     Continue  through  32  counts. 

Part  X.  Forward  to  pole  8,  backward  8,  forward  8,  back- 
ward 8,  and  on  the  eighth  count  drop  the  streamers. 

Part  XI.  Each  person  turn  so  the  right  hand  is  toward  the 
pole.  Place  left  hand  on  hip  and  skip  around  once  waving 
adieu  to  the  pole.     Lead  away. 


APPENDIX.  191 


MEMORY   GEMS 

BOOKS 

1.  Laws  die,  books  never. — Lytton. 

2.  There  is  no  past  so  long  as  books  live. — Lytton. 

3.  Yes,  there  is  a  choice  in  books  as  in  friends;    and   the   mind  sinks  or  rises 

to  the  level  of  its  habitual  society — for  they  too,  insensibly  give  away  their 
own  nature  to  the  mind  that  converses  with  them. — Holmes. 

4.  No  book  can  be  so  good  as  to  be  profitable  when  negligently  read. — Seneca. 

5.  That    is   a   good   book   that   is   opened   with   the   expectation  and  closed   with 

profit. — Alcott. 

6.  Books  are  the  best  things,  well  used;   abused,  among  the  worst. — Emerson. 

7.  If  time  is  precious   no  book  that  will  not  improve   by  repeated  readings  de- 

serves to  be  read  at  all. — Carlyle. 

8.  Some   books   are   to  be  tasted,  others  to  be   swallowed,  and  some  few  to  be 

chewed  and  digested. — Bacon. 

9.  God  be  thanked  for  books.     They  are  the  voices  of  the  distant  and  the  dead 

and  make  us  heirs  of  the  spiritual  life  of  past  ages. — Channing. 

EDUCATION 

1.  Ignorance  never  settles  questions. — Disraeli. 

2.  Education   makes  one  an   articulate   member  of  the  higher  whole. — Dr.    Wm. 

T.  Harris. 

3.  I  have  a  firm  belief  that  the  rock  of  our  safety  as  a  nation  lies  in  the  propel 

education  of  our  population.— Benjamin  Harrison. 

4.  Every  man  must  educate  himself.     His  books  and  teacher  arc  but    helps;    the 

work  is  his. — Webster. 

5.  If  a  man   empties  his  purse   into  his  head,  no   man   can   tak<.<    it    away    from 

him. — Franklin. 

6.  Education    is   the   only   interest    worthy   the   deep  controlling   anxletj    of   the 

thoughtful  man. — Wendell  Phillips. 

7.  Those  who  think  must  govern  those  who  toil. — Goldsmith. 

8.  Education   commences  at  the   mother's  knee,  and   every  word   spoken    within 

the   hearing   of    little   children    tends    toward    the   formation    of   character 

— Ball<>iu 

9.  Education   is  to  know   for   the   sake   of  living,   not   to   live    for    the   Bake   of 

knowing. — Kate  Douglas   Wiggin. 

10.    Education  begins   the  gentleman,   bui   reading,  good  company,  and   reflection 

must  finish  him. — Locke. 

HABITS 

1.  Habit   is  the  deepest   law  of  human   nature.     Carlyle. 

2.  We  first  make  our  habits,  then  our  habits  make  US-  Dryden. 


192  STATE   MANUAL   AND  COURSE  OF  STUDY 

3.  The  habits  of  time  are  the  soul's  dress  for  eternity. — {Jheever. 

4.  Men  are  but  children  of  a  larger  growth. — Dryden. 

5.  Habit  is  a  cable;   we  weave  a  thread  of  it  each  day,  and  it  becomes  so  strong 

we  cannot  break  it. — 'Horace  Mann. 

6.  The  chains  of  habit   are   generally   too  small    to  be  felt  until   they   are  too 

strong  to  be  broken. — Johnson. 

7.  Sow  an  act  and  you  reap  a  habit;  sow  a  habit  and  you  reap  a  character;  sow 

a  character  and  you   reap  a  destiny. — Boardman. 

8.  We   sleep,   but   the   loom    of    life   never   stops;    and   the   pattern    which   was 

weaving    when    the    sun    went    down    is    weaving    when    it    comes    up    to- 
morrow.— Beech  er. 

9.  Habits,    though    in    their    commencement   like    the    filmy   line   of    the    spider, 

trembling  at  every  breeze,  may  in  the  end  prove  as  links  of  tempered  steel, 
binding  a  deathless  being  to  eternal  felicity  or  eternal  woe. — Mrs  Sigourney. 

PERS  EVERANCE 

1.  I  will  find  a  way  or  make  one. — Hannibal. 

2.  God  helps  them  that  help  themselves. — Franklin. 

3.  All  that's  great  and  good  is  done  just  by  patient  trying. — Phoebe  Gary. 

4.  Be  firm!    One  constant  element  in  luck 
Is  genuine,  solid,  Old  Teutonic  pluck. 

— Holmes. 

5.  The  men  who  try  to  do  something  and   fail  are  infinitely  better   than  those 

who  try  to  do  nothing  and  succeed. — Lloyd  Jones. 

6.  We  shall  escape  the  uphill  by  never  turning  back. — Rosetti. 

7.  In  the  lexicon  of  youth  which   fate  reserves  for  a  bright  manhood,  there  is 

no  such  word  as  fail. — Lytton. 

8.  Attempt  the  end  and  never  stand  to  doubt; 

Nothing's  so  hard  but  search  will  find  it  out. 

— Herrick. 

9.  Heaven  is  not  gained  at  a  single  bound, 
But  we  build  the  ladder  by  which  we  rise 
From  the  lowly  earth  to  the  vaulted  skies, 
And  we  mount  to  its  summit  round  by  round. 

— Holland. 

10.  The  heights  by  great  men  reached  and  kept 
Were  not  attained  by  sudden  flight; 

But.  they,  while  their  companions  slept, 
Were  toiling  upward  in  the  night. 

— Longfelloio. 

11.  We  rise  by  things  that  are  under  our  feet, 
By  what  we  have,  mastered  of  good  or  gain. 
By  the  hopes  despoiled  and  the  passions  slain 
And  the  conquered  ills  that  we  daily  meet. 

— Longfelloio. 

KINDNESS 

1.  Kindness  has  resistless  charms. — Rochester. 

2.  With  malice  toward  none,  with  charity  for  all. — Li"< '"'" 


APPENDIX  1Q3 

3.  It  is  true  that  he  who  does  nothing  for  others,  does  nothing  for  himself. 

4.  Kind  hearts  are  more  than  coronets,  and  simple  faith  than  Norman  blood. 

— Tennyson. 

5.  Kindness — a  language   which   the   dumb   can   speak   and   the   deaf  can  under- 

stand.— Bovee. 

6.  That  best  portion  of  a  good  man's  life, — 

His  little,  nameless,  unremembered  acts  of  kindness  and  of  love. 

— Wordsioorth. 

7.  Count  that  day  lost  whose  low  descending  sun, 
Views  from  thy  hand  no  worthy  action  done. 

— •Anon 

8.  There's  nothing  so  kingly  as  kindness, 
And  nothing  so  royal  as  truth. 

— Anon. 

0.  Be  good,   my  child,   and   let   who  will   be  clever; 

Do  noble  deeds,  not  dream  them,  all  day  long; 
And  so  make  life,  death  and  that  vast  forever, 
One   grand,  sweet  song. 

Kingsley. 

10.  In  simple  manners  all  the  secret  lies, 

Be  kind  and  virtuous,  you'll  be  blest  and  wise. 

— Young. 

11.  Life  is  not  so  short  but  that  there's  always  time  enough  for  courtesy. 

— Emerson. 

12.  Oh,  there  are  looks  and  tones  that  dart 
An  instant  sunshine  through  the  heart; 
As  if  the  soul  that  minute  caught 

Some  treasure  it  through  life  had  sought. 

— Moore. 

HONESTY 

1.  Boys,  keep  your  record  clean. — John  B.  Gough. 

2.  An  honest  man's  the  noblest  work  of  God. — Pope. 

3.  Dare  to  be  true;    nothing  can  need  a  lie. — Herbert. 

4.  Falsehood  is  cowardice;    truth  is  courage. — Ballon. 

5.  Truth  is  truth  whether  the  individual  man  believes  it  or  not.    -M<>t><tu. 

6.  The  first  and  worst  of  all  frauds  is  to  cheat  one's  self. — Bailey. 

7.  Nothing  is  at  last  sacred  but  the  integrity  of  our  own  minds.     Emerson. 

8.  You  measure  every  man's  honesty  by  your  own. — Anon. 

!).     There  is  only  one  failure  in  life  possible,  and  that  is  not  to  !><•  true  In  the 
best  one  knows. — Farrar. 

10.  Oh,  what  a  tangled  web  we  weave  when  first  we  practice  to  deci  i\<      Scott. 

11.  This  above  all, — to  thine  own  self  be  true; 

And  it  shall  follow  as  the  night   the  day. 
Thou  canst  not  then  be  false  to  any 

— Shakes  pd: 


194  STATE  MANUAL  AND  COURSE  OF  STUDY 

PATRIOTISM 

1.  The  stability  of  this  government  and  the  unity  of  this  nation,  depend  solely 

on  the  cordial  support  and  the  earnest  loyalty  of  the  people. — U.  8.  Grant. 

2.  I  was  born  an  American,  I  live  an  American,  I  shall  die  an  American;  and  I 

intend  to   perform  the  duties  incumbent  upon  me  in  that  character  to  the 
end  of  my  career. — Webster. 

3.  This  nation  under  God  shall  have  a  new  birth  of  freedom;   and  that  govern- 

ment of  the  people,  by  the  people,  for  the  people,  shall  not  perish  from  the 
earth. — Lincoln. 

4.  We  cannot  honor  our  country  with  too  deep  a  reverence;   we  cannot  love  her 

with  an  affection  too  pure  and  fervent;  we  cannot  serve  her  with  an  energy 
of  purpose  or  a  faithfulness  of  zeal  too  steadfast  and  ardent. — Anon. 

MISCELLANEOUS 

1.  Progress — the  stride  of  God! — Victor  Hugo. 

2.  A  merry  heart  doth  good  like  a  medicine. — Proverbs. 

3.  Nothing  great  was  ever  achieved  without  enthusiasm. — Emerson. 

4.  The  sober  second  thought  is  always  essential  and  seldom  wrong. — Van  Buren. 

5.  Faces  are  a  record   in  sculpture  of  a  thousand  anecdotes  of  whim  and  folly. 

— Emerson-. 

6.  Let  us  beware  of  losing  our  enthusiasm.— Phillips  Brooks. 

7.  Bad  men  excuse  their  faults;;    good  men  correct  them. — Ben  Johnson. 

8.  The  greatest  of  all  faults  is  to  be  conscious  of  none. — Carlyle. 

9.  It  is  the  great  woe  of  life  to  feel  all  feeling  die. — Bailey. 

10.  Discretion  of  speech  is  more  than  eloquence. — Bacon. 

11.  To  persevere  is  one's  duty  and  to  be  silent  is  the  best  answer  to  calumny. 

i  f  I  i\  -    |    ,     ;    i     !  — Washington. 

12.  Childhood  is  the  bough  where  slumbered 
Birds  and  blossoms  many  numbered, — 
Age  that  bough  with  snow  encumbered. 

— Longfellow. 

13.  If  you  would  live  with  ease, 

Do  what  you  ought,  not  what  you  please. 

— Franklin. 

14.  If  you  wish  a  thing  done,  go;  if  not,  send. — Franklin. 

15.  It  is  hard  to  be  wise  on  an  empty  stomach. — George  Eliot. 

16.  The  groves  were  God's  first  temples. — Bryant. 

17.  Every  man  stamps  his  value  upon  himself. — Schiller. 

18.  I  believe  that  in  the  long  run  the  right  side  will  be  the  strong  side. — Garfield. 

19.  After  all  the  best  thanksgiving  is  thanks  living. — Anon. 

20.  Cigarettes  in  boyhood   are  about  as   useful  in  building  up  a  strong  body  as 

dynamite  would  be  in  building  a  house. — W.  F.   Crafts. 

21.  Fortune  has  rarely  condescended  to  be  the  companion  of  genius.— Disraeli. 


APPENDIX  195 

22.  It  isn't  the  thing  you  do,  dear, 

It's  the   thing  you've  left  undone, 
That  gives  you  a  bit  of  heartache, 
At  the  setting  of  the  sun. 

— Margaret  Sangster. 

23.  He  prayeth  best  who  loveth  best 

All  things  both  great  and  small; 
For  the  dear  God  who  loveth  us, 
He  made  and  loveth  all. 

— Coleridge. 

24.  He  liveth  long  who  liveth  well, 

All  else  is  life  but  flung  away; 
He  liveth  longest  who  can  tell 

Of  true  things  truly  done  each  day. 

— Coleridge. 

25.  In  rose  time  or  in  berry  time, 

When  ripe  seeds  fall  or  buds  peep  out, 
When  green  the  grass  or  white  the  rime, 
There's  something  to  be  glad  about. 
— Lucy  Larcom. 

26.  Whichever  way  the  wind  doth  blow, 

Some  heart  is  glad  to  have  it  so. 
Then  blow  it  east  or  blow  it  west, 

The  wind  that  blows,  that  wind  is  best. 

27.  My  strength  is  as  the  strength  of  ten, 
Because  my  heart  is  pure. 

— >Sir  Galahad  by  Tennyson. 

28.  Flower  in  the  crannied  wall, 

I   pluck  you  out  of  the  crannies, 
I  hold  you  here,  root  and  all,  in  my  hand, 
Little  flower — but  if  I  could  understand 
What  you  are,  root  and  all,  and  all  in  all, 
I  should  know  what  God  and  man  is. 

— Tennyson. 

29.  Hast  thou  named  all  the  birds  without  a  gun; 
Loved  the  wood-rose,  and  left  it  on  its  stalk? 
O  be  my  friend,  and  teach  me  to  be  thine! 

— Emerson. 


186  STATE   MANUAL   AND  COURSE  OF  STUDY 

e.    Trades 

Number  of  players:      Any  number. 

Formation:  Two  teams,  each  standing  back  of  a  goal  line. 
The  goal  lines  may  be  any  distance  apart. 

Game:      After    deciding   how    to   represent   some    occupation, 
group  number  1  advances  toward  group  number  2,  saying: 
"Here  are  some  men  from  Botany  Bay 
Got  any  work  to  give  us  today?" 
Group  number  2  asks:  : 
"What  can  you  do?" 
Group  number  1  responds: 

"Anything." 
Group  number  2  says: 
"Set  to  work  then!" 
Immediately    group   number    1     begins     pantomimic     motions 
which  are  characteristic  of  the  occupation  they  have  chosen  to 
represent.     Group  number  2  guesses  what  the  motions  indicate. 
If  they  guess  correctly,  then  they  may  have  an  opportunity  to 
represent    some    trade.      Should    group    number    2    fail,    then 
group  number  1  has  another  trial.     The  instant  a  group  guesses 
correctly,  they  may  tag  the  players  in  the  opposite  group,  and 
if    any    of    them    are   caught    before    reaching    their    goal    line, 
they    must    join    .the    opposite    group.      The    side    winning    all 
of    the   players    is    victorious.      Much    interest   is    added   to   the 
game    when    occupations    are   chosen    which    include    many   dis- 
tinct movements. 

2.     Schoolroom 

a.  Japanese  Crab  Race 

Number  of  players:     Any  number. 

Formation:  Arranged  in  a  position  to  run  backward  on 
hands  and  feet,   ("all  fours"),  with  heels  on  a  line. 

Game:  At  a  signal  all  the  "crabs"  start,  each  one  trying 
to  reach  the  goal  line  first.  If  there  are  flayers  enough  to 
have  teams,  much  sport  is  added  if  the  game  is  conducted  as 
in  club  snatch.  For  example,  allow  four  players  to  race  at 
a  time,  two  from  each  side.  The  ones  crossing  the  goal  line 
first  and  second,  each  scoring  a  point  for  his  team.  This  game 
affords  much  fun  for  all,  participants  and  observers. 

b.  Stride  Ball 

Number:     6  or  more. 

Material:      A    baseball   or   a   basketball. 

Formation:     The  players  stand  in  two  lines  with  feet  apart. 

Game:  At  a  given  signal  player  number  1  from  each  line 
starts  the  ball  rolling  down  the  line  between  the  feet  of  the 
players.  When  the  ball  reaches  the  last  player,  he  runs  with 
it  to  the  head  of  the  line,  and  starts  it  down  again.  Play  con- 
tinues in  this  way  until  the  first  player  of  one  line  reaches 
his   original   position.     This  determines  the   winning  team. 

Should  the  ball  stop  at  any  time,  or  roll  out  between 
the  feet,  the  player  before  whom  this  occurs  must  leave  the 
line,  get  the  ball,  and  start  it  on  again. 


APPENDIX. 


187 


V.     Rhythmic  Plays  for  the  Whole  School 
1.     On  the  Green 

a.     The  Ribbon 

Number:     12  or  any  multiple  of  twelve. 

Material:  A  ribbon  for  each  participant.  A  strip  of  paper 
cambric  a  yard  long,  and  three  or  four  inches  wide,  serves  the 
purpose  very  well. 

Formation:  Partners  facing  in  two  lines.  The  couples  are 
numbered  from  the  front  1,  2,  3,  4,  5,  6.  Hands  joined  by 
means  of  the  ribbons. 


RIBBON    PLAY. 

Part  I.  With  four  sliding  steps  the  odd  couples  slide  under 
the  arms  of  the  even  couples,  and  at  the  same  time  the  even 
couples  take  four  sliding  steps  toward  the  odd  couples.  Re- 
verse the  movement.  Repeat  all  from  the  beginning.  8  meas- 
ures. 

Part  II.  Couples  1  and  2  join  right  hands  across  in  pin 
wheel  fashion.  Couples  3  and  4,  5  and  G  form  in  the  same 
position.  (Shown  in  the  picture.)  With  eight  skipping  steps 
move  around  in  a  circle,  at  the  same  time  waving  ribbons  in 
the  opposite  hand.  Change  hands  and  skip  back  to  original 
position. 

Part  III.  Couple  number  G  forms  an  arch  by  joining  hands 
across,  while  all  other  couples  face  toward  the  front,  turn 
away  from  partners,  and  skip  around  to  the  end  of  the  line 
and  under  the  arch  formed  by  couple  number  G.  As  soon  as 
all  couples  are  in  original  places,  couple  number  6  slides  down 
the  middle  to  the  end  of  the  line  and  becomes  couple  num- 
ber 1.  This  changes  the  number  of  each  couple,  and  the  dance 
may  be  repeated  in  this  new  formation. 


198  STATE   MANUAL   AND  COURSE  OF   STUDY 

Fading  Light  of  Day   Gorter. 

Avenue  of  Trees   Hobbema. 

The    Cornfield     Constable. 

Sunset   Glow    Rieke. 

September     Zuber. 

Deer  by  Moonlight   Hunt. 

The    Brookside    Hart. 

Close  of  Day   Davis. 

Young   England    Douglas. 

Breaking  Home   Ties    Hovenden. 

The    Broken    Pitcher    Grueze. 


CASTS 

KINDERGARTEN    AND    PRIMARY    GRADES 

In  the  Round. 

Infant  St.  John   Donatello. 

Singing  cherubs. 

Elephant   running    Barye. 

Rabbit    reclining    Barye. 

In  Relief. 

Bambino    Delia  Robbia. 

Madonna  and  Child    Donatello. 

INTERMEDIATE    GRADES 

In  the  Round. 

St.    George     Donatello. 

Youthful  St.  John   Donatello. 

Lion    walking    Barye. 

Panther    reclining    Barye. 

In  Relief. 

Madonna  and  Child    Michael  Angelo. 

Choir  boys  with  book   Delia  Robbia. 

Flight  of  time    Hunt. 

GRAMMAR   GRADES 

In  the  Round. 
Young  Augustus. 
Sphinx,  British  Museum. 
Victory  of  Samothrace. 

David     Mercie. 

Washington     Houdon. 

In  Relief. 
Chariot  race   (starting). 
Triumph  of  Alexander. 

Choir  boys  with  scroll   Delia  Robbia. 

Angels   bearing  wreaths    Ghilberti. 

Victory  untying  sandals. 

HIGH    SCHOOL    GRADES 

In  the  Round. 
Hermes  of  Olympia. 
Apollo  Belvidere. 
Venus   de  Milo. 
,  Sophocles. 


APPENDIX 


199 


Narcissus. 
Homer  of  Naples. 
Zeus  Atricoli. 
Lorenzo  de  Medici 
David    


Michael  Angelo. 
.Michael    Angelo. 


In  Relief. 
Victory  dedicating  a  trophy. 
Bacchante  (with  arm  above  head). 
Apollo  and  the  Muses. 

Angels  with  musical  instruments    

Sections  of  the  Parthenon  frieze. 
Cosmo's  Picture  Co., 
New  York. 

Brown   Picture  Co. 
Beverly,  Mass. 


.  Donatello. 


Perry  Picture  Co., 
Maiden,  Mass. 


PICTURES     AND    BOOKS    FROM     STATE    LIBRARY 

The  State  of  Michigan  stands  ready  to  help  school  districts  supply  their  school- 
rooms with  artistic  well-framed  pictures  and  with  libraries  of  books,  suitable  for 
school  children.  The  only  expense  to  the  district  for  the  loan  of  the  pictures  and 
books  is  the  cost  of  freight  and  cartage  to  and  from  Lansing.  Application  for 
loans  should  be  made  to  Mrs  Mary  Spencer,  state  librarian,  Lansing,  Michigan. 
Every  teacher  should  realize  the  necessity  of  good  pictures  and  books  in  the 
schoolroom  and  take  advantage  of  this  liberal  offer  if  there  is  a  lack  of  these 
essentials  in  the  district.  Under  the  plan  of  the  state  librarian,  the  loans  are 
made  for  a  limited  period,  but  may  be  exchanged  so  that  it  is  possible  to  have 
a  new  supply  of  books  continually,  thus  giving  to  the  boys  and  girls  the  oppor- 
tunity of  forming  the  most  valuable  of  all  educational  habits,  the  habit  of  reading 
good  literature. 


LIST    OF    BOOKS    FOR   TEACHERS 


Title. 

Author. 

Publisher. 

W.  T.  Young 

C.  W.  Bardeen. 

E.E.White 

J.K.Hart 

D.  E.  Phillips  . . 

W.H.Smith 

Rand,  McNally  A  Co. 

The  Macmillan  Co. 

E.  B.  Hoag 

Whitakcr  A  Raj 

A.  W.  Wray 

Public  Scho»l  Pub.  Co. 

Silver,  Burdctt  i 

L.  H.  Wood 

Horton-Beimer  Press. 

A.C.Butler 

C.  M.  Parker. 

J.  L.  Cox 

H.  R.  Pattengill. 

R.  P.  Hallcck 

American  Book  Co. 

E.  P.  Cubberley 

Houghton,  Mifflin  Co. 

McCluro,  Phillips  A  Co. 

D       Heath  A  Co. 

C.  0.  Hoyt 

Silver,  Burdetl 

Houghton,  Mifflin  Co. 

Row,  Peterson  A  <  '<>. 

J,  B.  Lippini  ■ 

The  rural  school:    Its  methods  and  management 

Silver,  Burdetl   • 

Gilbert 

Silver,  Burdctt  A  Co. 

Scott,  Forcsman  A  Co. 

R.  K.  Row  &  Co. 

Silver,  Burdett  A  Co. 

Doubfeday,  Page  A  Co. 

Russell  Page  Foundation. 



200 


STATE   MANUAL   AND  COURSE  OF   STUDY 


MAP  SHOWING  GROWTH   IN  POPULATION 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


BEC  8  1915 


30m-l,'15 


293034 


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I 


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